Assessment of ICT Use in Pre-Primary Schools in Ogun State

The integration of information and communication technology in early childhood education has gained global momentum, and assessing its current status in pre-primary schools in South West Nigeria provides baseline data for technology-enhanced early learning policy. This study assessed the availability and use of ICT tools in pre-primary schools in Abeokuta North and Sagamu Local Government Areas, Ogun State. A descriptive survey was employed, with technology infrastructure checklists applied at 20 schools and questionnaires administered to 40 pre-primary teachers. Items addressed ICT hardware availability, teacher digital literacy, frequency of technology use in instruction, and teacher confidence with educational software. Results showed that ICT equipment was present in 55 percent of surveyed schools, but only 30 percent had devices dedicated to classroom use rather than administrative purposes. Interactive whiteboards were available in 15 percent. Only 22.5 percent of teachers had received any ICT integration training for early childhood contexts. Among schools with equipment, usage in child instruction occurred fewer than twice weekly in 65 percent of cases. Private school teachers showed significantly higher digital literacy and ICT integration confidence than government teachers. The study concludes that ICT integration in Ogun State pre-primary schools is nascent and teacher-capacity constrained. Recommendations include targeted ICT training for pre-primary teachers, procurement of low-cost tablets for government nursery schools, and development of locally relevant ECD educational software aligned with the Nigerian early childhood curriculum framework.

Keywords: ICT integration, pre-primary schools, Ogun State, digital literacy, early childhood technology