Felicitas Onyemazuwa Iwuagwu (PhD)


There is a paradigm shift in the conventional approach to issues in all facets of endeavour as result of the emergent of Information communication and technology. Functional and effective education may be grossly impossible in the 21st century without the use of ICT.  Childhood education teachers are saddled with the responsibility of implementing the childhood curricular meant to prepare pupils and students of childhood age for subsequent levels of education. For this level of education to be at par with the contemporary global approach, it demands adequate possession of ICT skills.. In view of this background, the study aimed at ascertaining the impact of experience and gender on the extent to which childhood education teachers possess ICT skills, with emphasis to ICT skills that promote effective childhood curricular implementation. The study adopted ex post facto designs. Five research questions and two hypotheses guided the study. A sample size of 2130 childhood education teachers (pre-basic, lower basic and upper basic) education teachers drawn from 213 childhood education schools in Federal Capital Territory (FCT), Abuja were used for the study. Mean and standard deviation was used to answer the research questions while t-test was employed to test the hypotheses. The result of the study showed that the extent to which childhood education teachers possess ICT skills for effective implementation of childhood education curricular waste a great extent; gender and experience were significant factors on the extent childhood education teachers’ possess ICT skills. The study therefore recommended among others compulsory ICT training and retraining for high experience and female childhood education teachers in FCT, Abuja.


Assessment, Gender Implication, Teachers, ICT Skills, Childhood Education.

Full Text:



Abdul, Q.M., Muhammad, A. & Faiza, B. (2004). Inequality, poverty and development. UK: Macmillan Press.

Alexander, P. A. (2004). A model of domain learning: Reinterpreting expertise as a multidimensional, multistage process. In D. Y. Dai & R. J. Sternberg (Eds.),Motivation, Emotion and Cognition. Lawrence Erlbaum Associates.

Demetriadis, S., Barbas, A., Molohides, A., Palaigeorgiou, G., Psillos, D., Vlahavas, I. &Pombortsis, A. (2003). ―Cultures in negotiation‖: teachers’ acceptance/resistance attitudes considering the infusion of technology into schools. Computers & Education, 41(1), 19-37.

Facer, K., Sutherland, R., Furlong, R., & Furlong, J. (2001). What's the point of using computers? The development of computer expertise in the home. New media & society, 3, 199–219.

Federal Ministry of Education (2013). The National Policy on Education. Abuja: Nigeria Educational Research Council.

Hakkarainen, K., Muukkonen, H., Lipponen, L., Ilomäki, L., Rahikainen, M., &Lehtinen, E. (2001). Teachers' Information and Communication Technology (ICT) Skills and Practices of Using ICT and Their Pedagogical Thinking. Journal of Technology and Teacher Education, 9, 181–197.

Ilomäki, L., &Rantanen, P. (2007). Intensive use of information and communication technology (ICT) in lower secondary school: Development of student expertise. Computers &Education, 48, 119–136.

Irfan, N. U. &Mohamad, T. M. Y. (2014). A study on Malaysian teachers’ level of ICT skills and practices, and its impact on teaching and learning. Procedia - Social and Behavioral Sciences 116 (2014) 979 – 984.

Jo Shan, F. (2013).ICT in Education: A Critical Literature Review and Its Implications. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 9 (1); 112-125.

Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers

Kuyoro Shade, O., Awodele, O., &Okolie Samuel, O. (2012). ICT: An Effective Tool in Human Development. International Journal of Humanities and Social Science, 2(7), 157-162.

Las Johansen, B. C., Rommel, L. V., Devine, G. D. Funcion, L. A., Quisumbing, M. A,.Gotardo, M. L., Laurente, J. C. &Cinco, V. M. (2017). An Assessment of ICT Competencies of Public School Teachers: Basis for Community Extension Program. IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 22,(3);1-13.

Mieg, H. A. (2001). The social psychology of expertise: case studies in research, professional domains, and expert roles. Mahwah, NJ: Erlbaum.

Nzeribe, B.C. A. (2004).Introduction of childhood education: Yola Nigeria: Pleasant Places Publishing (AM publishing House).

San Diego, Cecilia. (2012 December 10). ICT in Education. Retrieved from

Tinio, V. L. (2003). ICT in Education.


  • There are currently no refbacks.

Copyright (c) 2021 Felicitas Onyemazuwa Iwuagwu (PhD)




 ISSN (PRINT):    2734 - 2522

 ISSN (ONLINE):  2734 - 2514






Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.