Study of Teachers’ Awareness and Use of Instructional Technology in Secondary Schools in Ogun State

The effective integration of instructional technology in secondary school teaching remains uneven across Nigerian states, and assessing teachers' current awareness and actual usage patterns provides baseline data necessary for designing targeted professional development interventions. This study examined the level of awareness and frequency of instructional technology use among secondary school teachers in Abeokuta North and Sagamu Local Government Areas of Ogun State, South West Nigeria. A descriptive survey design was employed, with structured questionnaires administered to 200 teachers from 20 randomly selected public secondary schools. The instrument assessed awareness of specific technology tools, frequency of use in classroom delivery, availability of devices, and perceived barriers to adoption. Results showed that 81.5 percent of respondents were aware of projector and presentation software tools, but only 27.5 percent used them at least once weekly. Interactive digital boards were known to 42.0 percent but used by fewer than 8 percent. Internet access for lesson preparation was reported by 63.5 percent. Poor school infrastructure, unreliable electricity, and absence of training were cited as the three primary barriers. Science teachers showed significantly higher technology use rates than arts and humanities teachers (p < 0.05). The study concludes that awareness considerably outpaces actual classroom deployment of instructional technology in Ogun State secondary schools. Recommendations include infrastructure investment, structured teacher technology integration training, and school-based technology use monitoring as priority interventions. Keywords: instructional technology, teacher awareness, secondary school, Ogun State, technology integration