ICT ACCESS AND INTEGRATION INTO THE ENGLISH LANGUAGE CLASSROOM

Abstract

The use of Information Communication Technology (ICT) for diverse purposes is becoming a part of life in many parts of the world. Technologically advanced countries have taken a leap into the use of ICT for teaching and learning with diverse results. Not much is known about the use of ICT in education in developing countries like Nigeria. This study therefore, investigated the access and integration of ICT into English Language learning in selected urban and sub-urban senior secondary schools in Oyo State. Descriptive survey was adopted for the study. Two local government areas were purposively selected, one from the urban and one from the sub-urban. The validated questionnaire was administered on 240 randomly selected students in eight randomly selected schools in the two locations. Two null hypotheses were tested at 0.05 level of significance and data were analysed using inferential statistics of t-test. Results showed no significant difference in ICT access in the urban and sub-urban secondary schools where there is no ICT presence (Crit.t= 1.96, Cal.t=947,df=234, P > .05). Results also showed no significant difference in the integration of ICT in English language in the two locations where ICT facilities were not available for integration (Crit.t= 1.96. Cal.t=1.434, df =234, P > .05). It was, therefore recommended that ICT be made available and accessible to students in both locations for English language learning.