Availability and Utilization of Classroom Computers Across Urban and Rural Schools in Southwestern Nigeria

Availability and Utilization of Classroom Computers Across Urban and Rural Schools in Southwestern Nigeria

Sam. E. O. Aduwa-Ogiegbaen (University of Benin, Nigeria) and Ede O.S. Iyamu (University of Benin, Nigeria)
DOI: 10.4018/978-1-60960-150-8.ch015
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Abstract

The purpose of this study was to determine the availability and use of classroom computers in urban and rural schools in Southwestern Nigeria. Since it is nearly a universal agreement that, when properly utilized, computers hold a great deal of promise to improve teaching and learning, it is pertinent to ascertain the availability of computer facilities and their use by teachers in secondary school in urban and rural schools in Southwestern Nigeria. Data for the study was collected through a structured questionnaire which was administered to 540 (300 male and 240m female) teachers in the schools. The result indicated that the urban schools were better equipped with computers than the rural schools. Also, it was found that the female teachers utilized computer facilities in their instructional activities than the male teachers. Recommendations were made as to how the situation can be improved in terms of computer supply and usage in the schools.
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Problem

The issue of digital divide is sometimes a misunderstood problem by many. Digital divide according to Wikipedia (2007:1), “refers to the gap between those with regular, effective access to digital and information technology, and those without this access”. Digital/Divide.org says (2001:1) “it refers to the gap between those who benefit from digital technology and those who do not”. The term digital divide includes “both physical access to technology hardware, and more broadly, skills and resources which allow for its use” (Wikipedia2007: 1). The digital divide may be discussed with reference to socio-economic factors, such as rich and poor, racial consideration such as rural and urban (Wikipedia, 2007).

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