Supervision of Educational Technology Integration in Junior Secondary Schools in Kaduna State, North West Nigeria

This study examines supervisory practices related to educational technology integration in junior secondary schools in Kaduna State, North West Nigeria. Effective instructional supervision is a cornerstone of quality assurance in schools, and its extension to technology-mediated teaching is critical as digital tools become more prevalent in classrooms. A descriptive survey design was adopted with a sample of 50 educational supervisors and 100 teachers from public junior secondary schools across Kaduna South, Kaduna North, and Chikun Local Government Areas. Separate validated questionnaires assessed supervisors' technology supervisory competence and teachers' experience of technology-related supervision. Findings reveal that most educational supervisors lack specific training in observing and evaluating ICT-based lessons. Supervision visits rarely include any assessment of technology use quality, focusing almost entirely on conventional lesson delivery criteria. Teachers reported that they receive little guidance on improving their use of technology from supervisors. The study recommends that the Kaduna State Secondary Education Management Board revise its instructional supervision framework to include educational technology criteria, and that supervisors receive ICT-focused observation training. Keywords: instructional supervision, educational technology, junior secondary school, Kaduna State, school quality