Technology Integration Practices of Award-Winning Teachers in Secondary Schools Across South West Nigeria: A Multiple Case Study

This study explores the technology integration practices of teachers recognised through educational excellence awards in secondary schools across South West Nigeria. Award-winning teachers may represent exemplary models of technology-enhanced pedagogy whose practices offer transferable insights for wider professional development. A qualitative multiple case study design was employed, selecting twelve purposively sampled teachers recognised through state and national teaching excellence awards from Oyo, Ogun, Lagos, Ekiti, Osun, and Ondo States. Data were collected through semi-structured interviews, classroom observations, and artefact analysis over six months. Thematic analysis using the Technological Pedagogical Content Knowledge framework was applied to the data. Findings reveal consistent patterns: award-winning teachers demonstrate sophisticated integration of technology with subject content and pedagogy, rather than technology use for its own sake. They model deliberate alignment of digital tools with learning objectives, use technology to address known learner misconceptions, and create digital materials contextualised to students' local environments. Barriers they have overcome include infrastructure limitations through creative offline alternatives. The study recommends that state ministries of education leverage these teachers as technology integration mentors within school clusters and systematically document their practices for professional development curricula. Keywords: technology integration, award-winning teachers, TPACK, secondary schools, South West Nigeria