Perception of Educational Technology Among Primary School Teachers in Billiri Local Education Authority, Gombe State Nigeria

Abstract

This study examined primary school teachers’ perceptions of educational technology in Billiri Local Education Authority, Gombe State, Nigeria, focusing on perceived usefulness, readiness for integration, and barriers to effective use. A descriptive survey design was adopted. The population comprised 1,100 teachers across 111 public primary schools, from which 293 teachers were selected through proportionate stratified sampling; 290 questionnaires were completed and analyzed. Data were collected using the Teachers’ Perception of Educational Technology Questionnaire (TPETQ), a 30-item instrument validated by experts with a reliability coefficient of 0.70 using Cronbach’s Alpha. Data were analyzed using mean, standard deviation, and independent t-test at the 0.05 level of significance. Findings revealed that teachers held positive perceptions of educational technology and recognized its potential to enhance teaching and pupil engagement. However, readiness for integration was moderate due to limited technical skills. Key barriers included inadequate ICT facilities, poor internet connectivity, insufficient training, irregular power supply, and limited funding.