Mobile technologies are the most ubiquitous piece of technology in the world. Their multiple functions can put the most up-to-date information at the fingertips of the user. However, schools have been slow to embrace these devices out of fear and ignorance on how to use their capabilities. It is on this basis that the purpose of this study is to examine teachers’ perception towards using mobile technologies in senior secondary in Oyo State. The teachers in three educational zones consists of Oyo, Ogbomoso and Ibadan out of the eight educational zones in Oyo State was purposively selected based on ICT accessibility. The researcher’s-designed questionnaire was used and simple random was used to select one hundred and fifty (150) teachers which served as 10% from the selected educational zones. Three research questions were answered using mean and standard deviation while the hypotheses was analyzed with ANOVA.

The results of the findings indicated that teachers have positive perceptions towards the use of mobile technologies with the mean score of 42.4067, Chi-square value of 118.987 with p-value of .000. The teachers perception towards the use of mobile technologies based on gender are significantly different with the t-test value of 2.767 with p-value of 0.006. The result also shows that there is a significant difference in teachers perception on the use of mobile technologies based on years of experience (F_(3,141)= 9.851,P<0.05,) and there is a significant difference in teachers’ perception on the use of mobile technologies based on academic qualifications (F_(3,141)= 16.321,P<0.05). It was recommended that in order to provide the best functional education, curriculum planners should strive to incorporate an effective practical attainment method with the use of mobile technologies in teaching and learning.

 

Keywords: Mobile Technology, Secondary Schools, perception, Teacher

 

INTRODUCTION

 

Education is a tool that avails people with knowledge, skills, techniques and information which empowers them for national socio-economic growth and development. Education has been greatly affected by the rapid change in technology which is used in teaching and learning. Information and Communication Technology (ICT) equips teachers and students with skills essential for work and life in the 21^st century (Falade, A. A. (2011). Information technologies help teachers to assess the students’ academic needs. As technology becomes prevalent and accessible to students of all ages, teachers are encouraged to find innovative and creative ways to incorporate technology into their instructional tasks.

Information and Communication Technology (ICT) is defined as the transmission of information by electronics means. For example, radio, television, telephone, computer and the internet (Bakac, 2011). Information and communication technology is used in converting existing paper print records into process of storage, retrieval and information dissemination. Current developments in ICTs have increased the level of interactivity and collaborations among teachers and learners. Advancements in web technology have brought about different opportunities for teaching and learning. Web-based learning platforms are known to limit problems caused by distance between teachers and learners. Web-based learning is a form of e-learning supported by an internet browser (Tinio, 2003).

Mobile Technology grows rapidly over the past few years and has enabled learning to be more accessible. The accessibility feature has provided for teachers ways to support learning both inside and outside the classroom. Mobile technology integrates a wider set of tools and application that enable learning to be dynamic so that students are no longer tied to their desks alone for learning activities, this integration will be accepted by teachers who have the potential to influence the successful introduction of mobile learning (Maccullum, 2013).

Mobile technology allows teaching and other educational activities to be delivered anywhere and anytime removing any geographical barriers, thus providing more freedom to learners (Sang, G., Valcke, M., Braak, J. V. & Tondeur, J. (2010). Incorporation of mobile technology leads, among others, to greater effectiveness and efficiency in the teaching and learning process; enhances collaboration and communication; provide more opportunities for personal development and finally, increases exposure to technology (El-Hussein, M. O. M. & Cronje, T. C. (2010).

 The integration of mobile technology into teaching and learning is expected to have great influence on the experience and performance of teachers. However, it is the acceptance of teacher that has the potential to have the greatest influence on the successful introduction of mobile learning (MacCallum, 2010). Liu, Han & Li (2010) stated that the presence and accessibility of mobile technologies do not guarantee that their potential will be realized in educational contexts. But it should be noted that, the success of mobile learning depends on human factors in the use of mobile devices (Kukulska-hulme, 2007). The need to understand factors that contribute towards teachers’ perception to integrate mobile learning into teaching is critical for successful implementation in a given context. Hence, this study aims to examine determinants of secondary school teachers’ perception of integrating mobile technologies into teaching in Kaduna State.

Perception therefore is the organization, identification of sensory information in order to represent and understand the environment (Schater, 2011). Perception is not the passive receipt of signal but is shaped by learning, memory, expectation and attention ( Bernstein, 2010).

Teachers’ area of specialization is the discipline an individual teacher had his or her certificate on. In this view, when a mathematics teacher is categorized as having a certificate in mathematics or mathematics education he or she is then said to be a subject major in mathematics. This area of specialization can be classified as follows: Arts and Social Sciences, Languages, Vocational education, Education and Sciences. Regardless of the teachers’ area of specialization, the use of ICT tools for teaching cannot be over emphasized.

 

 

STATEMENT OF THE PROBLEM

 

Over the years, the federal government of Nigeria has initiated several ICT related policies and laws aimed at guiding the development of education sector. In 2011, the president of the federal Republic of Nigeria initiated a transformation agenda to drive the National Economic empowerment and development strategy as well as consolidate its gains for education development. In order to meet the ideas of education development, the federal ministry of education prepared a road map for the development of Nigeria Education sector in 2009.

Also, Nigerian Education Research and Development Council (NERDC) on fourth August, 2004 in Abuja, devised a nine year Basic Education Curriculum (BEC). It also kicked off training of school teachers on the use of the teacher guide for the implementation of the curriculum through ICT. This arose from the necessity to educate school teachers on the use of the teacher guide for the implementation of the curriculum through ICT. Schools have been hesitant to adopt these technologies due to apprehension and a lack of understanding of their potential. The majority of research on this topic comes from cell phone makers and related service providers. The chance to investigate this technology tool as an educational aid and offer instructors with facts to support mobile technologies use in the classroom was both timely and evoking. Given this scenario, it is necessary for this study to examine senior secondary school teacher’s perception on the use of mobile technologies for teaching and learning in Oyo state, Nigeria.

 

Research Questions

 

This study attempts to answer the following questions:

1. What are the perceptions of teachers on the use of mobile technologies in teaching and learning?
2. What are the perception of teachers on the use of mobile technologies in teaching and learning based on gender?
3. What are the perception of teachers on the use of mobile technologies in teaching and learning based on years of experience?

 

METHOD                     

 

This study was conducted in Oyo State and spread through three educational zones.

The three educational zones were Oyo, Ogbomosho, and Ibadan.  The type of this research

was qualitative analysis using descriptive methods. The sampling method used to select

respondents was the convenience sampling technique. The subjects of this research were

150 teachers  senior high schools in the selected educational zones. The instrument used in

this study was a researcher’s-designed questionnaire. SPSS version 23 was used to ensure

accuracy of the analysis of the data collected for this study.

 

RESULTS AND DISCUSSION OF FINDINGS

 

This chapter presents the results of the study based on the demographic data analysis and research questions that were raised respectively.

Demographic Data Analysis

 

The section presents the demographic data of respondents

    Table 4.1 Distribution of Demographic Data

Variables	Categories	Frequency	Percentage
Gender	Male	74	49.3
	female	76	50.7
	Total	150	100.0
Academic qualification	NCE	27	18.0
	BSC	34	22.7
	MED/MSC	47	31.3
	PGDE	42	28.0
	Total	150	100.0
Teaching year of experience	1-5 years	48	32.0
	6-10 years	52	34.7
	11 years & above	50	33.3
	Total	150	100.0
Department and area of specialization	science	21	14.0
	commercial	11	7.3
	Art	75	50.0
	social science	43	28.7
	Total	150	100.0

  Table 4.1 above showed that 150 respondents participated in the study. The gender distribution shows that 76 (50.7%) of the respondents were female while 74 (49.3%) of the remaining respondents were male. gender distribution shows that 76 (50.7%) of the respondents were female academic qualification distribution shows that 47 (31.3%) of the respondents had first degree qualification, 42 (28.0%) of the respondents had postgraduate diploma in education qualification, 28 (18.7%) of the respondents had second degree qualification, 27 (18.0%) of the respondents had National Certificate of Education qualification  while 6 (4.0%) of the respondents had P.hd qualifications.  52 (34.7%) of the respondents had between 6-10 years of teaching experience, 50 (33.3) of the respondents had 11 and above teaching years experience while 48 (32.0%) of the respondents had between 1-5 years of teaching experience. 75 (50.0%) of the respondents were Art related teachers, 43 (28.7%) of the respondents were social science teachers, 21 (14.0%) of the respondents were science teachers while 11 (7.3%) of the respondents were commercial teachers.

 

 

Research Questions and Responses

 

Research Question 1: What is the perception of teachers on the use of mobile technologies in teaching and learning?

    Table 4.2a mobile technology that the respondents have access to and using in teaching and learning

Mobile technologies	N	Mean	Std. Deviation	Decision
PDAS	150	1.3133	0.4654	no access
IPOD	150	1.5667	0.4972	Accessed
Smartphone	150	1.9267	0.4963	Accessed
Table PC	150	1.5667	0.4972	Accessed
Ultra mobile PC	150	1.3867	0.4886	no access
Mp3 player	150	1.5933	0.4929	Accessed
Headband camera	150	1.4067	0.4929	no access
Pocket computer	150	1.4467	0.4988	no access
E-reader	150	1.4867	0.5015	no access
Wap 2 phone	150	1.5467	0.4995	Accessed

Table 4.2a shows the mobile technology that the respondents have access to and using in teaching and learning.  The table indicated that majority of the respondents have access to Smartphone (M =1.92 , S = .496 ), IPOD (M = 1.56, S = .49 ), Table PC (M =1.56 , S = .49), Mp3 Player (M = 1.59 , S =.49 ), wap 2 phone  (M = 1.54, S = .49). However, most of the respondents do not have access to PDAS (M = 1.31, S = .46 ), Pocket computer (M = 1.44, S = .49 ), Ultra mobile PC  (M = 1.40, S = .492 )  Headband camera (M = 1.31, S = .47 ) E-reader (M = 1.49, S = .50 ).

 

 

 

 

 Table 4.2b perceptions of teachers on the use of mobile technologies in teaching and learning

Items	N	Mean	Std. Deviation	DECISION
Using mobile technologies enhance my effectiveness in teaching and learning	150	3.2467	1.0740	Agreed
Mobile technologies usage give me control over my work	150	2.6200	1.0971	Agreed
Mobile technologies support the critical part of my task in teaching and learning	150	2.6200	1.2514	Agreed
The use of mobile technologies makes my lessons more difficult in teaching and learning	150	2.2267	1.1360	Disagreed
Mobile technologies usage will increase my daily productivity in teaching and learning	150	3.1200	1.0739	Agreed
Network problem hinders lessons using mobile technologies in teaching and learning	150	2.6030	1.1250	Agreed
Mobile technologies usage reduces stress and tension inherent in teaching and learning of large class	150	3.0333	1.2229	Agreed
The use of mobile technologies takes more of my time than necessary in teaching and learning process	150	2.2600	1.1258	Disagreed
It is easy to become skillful at using mobile technologies in teaching and learning process.	150	2.7000	1.0539	Agreed
The teaching-learning process will become easier with the use of mobile technologies.	150	2.7733	1.2486	Agreed
Using mobile technologies to teach are more frustrating.	150	2.4800	1.1856	Disagreed
The use of mobile technologies makes teaching and learning more difficult for me.	150	2.4133	0.7093	Disagreed
Mobile technologies should be provided for students to enhance their useful in teaching and learning.	150	3.5600	1.2701	Agreed
Stakeholders in education need to provide relevant infrastructure that will enhance the usage of mobile technologies in schools.	150	2.9533	1.0320	Agreed
Mobile technologies should be discouraged because students may use them inappropriately during teaching-learning processes.	150	2.1600	1.1648	Disagreed

Table 4.2b shows the perceptions of teachers on the use of mobile technologies in teaching and learning. The table also indicated perception of the participants on how strongly agreed or disagreed that the using of mobile phones in teaching and learning ranging from support the critical part task, increases productivity reduces stress and tension, make learning easier, reduces time wastage as well as providing anytime/anywhere learning opportunities, opportunities for differentiation of instruction, and decreasing the digital divide. Their responses revealed that 11 items out of the 15 items were agreed upon and perceived to be benefits; however, they thought some were more beneficial than others. They indicated that mobile technologies should be provided for students to enhance their useful in teaching and learning (M = 3.56, SD = 1.27), provide relevant infrastructure that will enhance the usage of mobile technologies in schools (M = 2.95,  SD  = 1.03 ). Likewise, 2 out 4 items disagreed upon by the respondents were negative items which indicate that Mobile technologies should not be discouraged (M = 2.16, S= 1.16), mobile technologies reduce learning difficult and frustration, (M = 2.48, S= 1.18), (M = 2.23, S= 1.14) respectively.

 

     Table 4.2c the chi-square results of teachers perceptions on the use of mobile technologies in teaching and learning

Variables	Mean	Std. Dev	N	DF	Chi-Square	P-value	Decision
Use of  mobile technologies	42.4067	9.23671	150	3	118.987	.000	Rejected

Table 4.2c shows the results of teacher’s perceptions on the use of mobile technologies in teaching and learning. The table revealed that mean score is 42.4067,  chi-square value of 118.987  with p-value  of .000 lesser than 0.05 level of significant. Since p < 0.05, it implies that teacher’s perceptions on the use of mobile technologies in teaching and learning is significant. However, teachers have positive perceptions towards the use of mobile technologies in teaching and learning

 

Research question two: What is the perception of teachers on the use of mobile technologies in teaching and learning based on gender

 

    Table 4.3a the perception of teachers on the use of mobile technologies in teaching and learning based on gender

VARIABLE	SA		A		SD		D
	N	%	N	%	N	%	N	%
MALE	1	0.7	51	34.0	10	6.7	12	8.0
FEMALE	10	6.7	45	30.0	20	13.3	1	0.7
Total	11	7.3	96	64.0	30	20.0	13	8.7

The table 4.3a above shows the perception of teachers on the use of mobile technologies in teaching and learning based on gender. The results from the table represent crosstab of gender as against the usefulness of mobile technologies in teaching and learning. This shows that 96 (64.0%) representing (male = 51, female = 44) respondents and 11 (7.3%) representing (male = 1, female = 10) were strongly agreed and agreed on the perceived usefulness of mobile technologies in teaching and learning. Furthermore, both male and female have positive perception towards using mobile technologies in teaching and learning, although female respondent have highest score of 54 (36.7%).

Table 4.3b T-Test analysis of level of perception of teachers on the use of mobile technologies in teaching and learning based on gender

Variables	Mean	Std. Dev	N	Mean Diff	Df	t Stat	P-value	Decision
Male	40.34	3.17	74
				4.08	148	2.77	.006	Rejected
Female	44.42	12.30	76

Table 4.3b shows the t-test analysis of level of perception of teachers on the use of mobile technologies in teaching and learning based on gender. The result from the t-test presented in table 4.3b shows that the mean of male is 40.34 and female is 44.4211 with the statistical significant mean difference of 4.032. The t-test value of 2.77with p-value of 0.006 is significant at 0.05 level of probability. Since p = 0.006 is lesser than 0.05. Therefore, the teachers perception towards the use of mobile technologies in teaching and learning based on gender are significantly different.  This implies that there is significant different in the level of mobile technologies usage and perceived benefits in teaching and learning between male and female teachers. 

 

Research question three: What is the perception of teachers on the use of mobile technologies in teaching and learning based on years of experience?

 

Table 4.4a perception of teachers on the use of mobile technologies in teaching and learning based on years of experience

VARIABLE	SA		A		SD		A
	N	%	N	%	N	%	N	%
1-5YR	1	0.7	35	23.3	10	6.7	2	1.3
6-10YR	10	6.7	31	20.7	10	6.7	1	0.7
11 ABOVE	0	0.0	30	20.0	10	6.7	10	6.7
TOTAL	11	7.3	96	64.0	30	20.0	13	8.7

The table 4.4a above shows the perception of teachers on the use of mobile technologies in teaching and learning based on years of experience. The results from the table represent crosstab of years of experience as against the usefulness of mobile technologies in teaching and learning. This shows that 96 (64.0%) and 11 (7.3%) strongly agreed and agreed on the perceived usefulness of mobile technologies in teaching and learning. The respondents within 6-10 years of experience have highest score of 41 (27.4%), following by the respondents within 1-5years of experience with score of 36 (24.0%), and the respondents within 11 and above years of experience with score of 30 (20.0%). Furthermore, all the teacher have positive perception towards usefulness of mobile technologies in teaching and learning irrespective of years of their experience.

 

Table 4.4b ANOVA results of teacher’s perception on the use of mobile technologies in teaching and learning based on years of experience

	Sum of Squares	Df	Mean Square	F	Sig.	Effect size
Between Groups	1502.44	2	751.22	9.85	.000	0.012
Within Groups	11209.75	147	76.26
Total	12712.19	149

Table 4.4b represents ANOVA results of teacher’s perception on the use of mobile technologies in teaching and learning based on years of experience. The above table 4.4b also shows that there is a significant difference in teachers perception on the use of mobile technologies in teaching and learning based on years of experience  (F(3,1412)= 9.85,P<.05,h²=.012). This denotes that teachers perception on the use of mobile technologies in teaching and learning based on years of experience are significantly different .Hence, the table also shows the contributing effect size of1.2%.

 

 Discussion of findings

            Teacher’s perceptions on the use of mobile technologies in teaching and learning

The result from research question one showed that teachers have positive perceptions towards the use of mobile

technologies in teaching and learning. However, the respondents agreed that use of mobile technologies in teaching and learning support the critical part task, increases productivity reduces stress and tension, make learning easier, reduces time wastage as well as providing anytime/anywhere learning opportunities, opportunities for differentiation of instruction, and decreasing the digital divide. Their responses revealed were agreed upon and perceived to be benefits; however, they thought some were more beneficial than others. Also they were of the opinion that mobile technologies should be provided for students to enhance teaching and learning process, provision of relevant infrastructure that will enhance the usage of mobile technologies in schools. This is in support of the submissions of scholars such as Thomas and Bolton (2013), Dunleavy et al., (2007) and Blanche and Kevin, (2015) that the preserves teachers perceived many features/functions of mobile phones as being useful in the classroom, but they identified access to the Internet, clicker capabilities, use of educational apps, and use as a reader as the most valuable. They perceived cheating, disruptions, cyber bullying, and accessing inappropriate content as major barriers to the use of mobile phones in the classroom.

The integration of mobile technology into teaching and learning is expected to have great influence on the experience and performance of learners (MacCallum, & Jeffrey, 2013).  This is in agreement with Kolb (2008) and Seferoglu, (2010) that mobile phones can also motivate students to learn and  as mobile phones are popular among students is a motivational tool to be used in education. Furthermore, according to Plester, Wood, and Joshi (2009), texting can also improve students’ phonological awareness, vocabulary, and reading ability and this corroborate this study. Many researchers such as Hite, (2005); Bannon & Judge, (2004) agree that the use of technology for instructional purposes can improve students’ learning and create methods of content delivery for teachers. In current digital age it is astonishing that the use of technology in the public schools is so limited despite official increase in investments of computer technology in classrooms (O’ Bannon & Judge, 2004)

Teacher’s perceptions on the use of mobile technologies in teaching and learning based on gender

 

The result from research question two showed that there is significant different in the level of mobile technologies usage and perceived benefits in teaching and learning between male and female teachers. However, both male and female have positive perception towards using mobile technologies in teaching and learning, although female respondent has highest preference for using use of mobile technologies in teaching and learning. This in agreement to the study of Georgieva, & Roncheii, (2006) that among the factor influencing use of mobile technology in teaching learning are gender (Trifonova, (2006) and age (MacCallum & Jeffrey, 2009). Further studies have identified other factors that impact m-learning implementation such as technological feasibility, students’ needs and pedagogical benefits ( Cheung, Yuen, & Tsang, 2011).

The study also corroborates that of Watson, (2007) who found out that teachers who understand the need to integrate technology irrespective of their gender typically have higher achieving student. Therefore, Mahat, Ayub& Luan, (2012) opined that before designing and implementing a mobile learning, it is important to ascertain the perception of users towards mobile learning since perception will influence their willingness and readiness for using the technology. The study’s findings show that both male and female teachers are prepared to employ mobile technology in teaching and learning, regardless of gender which is consistent with the study of Mahat, Ayub& Luan(2012).

Teacher’s perceptions on the use of mobile technologies in teaching and learning based on years of teaching experience

 

 

The results from the research question three indicated that the entire teachers have positive perception towards usefulness of mobile technologies in teaching and learning irrespective of years of their experience and that teacher’s perception on the use of mobile technologies in teaching and learning based on years of experience are significantly different among the teachers. However, results showed that respondents perceived benefits and use of mobile technologies in teaching and learning could be rank according to their years of experience. This could be as a result of age influence since the teachers within the digital age experience tend to prefer use of mobile technologies in teaching and learning to the teacher within the old experience that probably not use to modern technologies.

This is in line with the study of MacCallum & Jeffrey, (2009) that early studies on m-learning readiness have identified some parameters affecting readiness for m-learning such as age and Fulton, (1997) found out that effective integration of technology is the result of many factors, but the most important factor is the teachers’ competence and ability to shape instructional technology activities to meet students’ needs. Teachers know their content and pedagogy, but when it comes to technology, teachers often learn along with students. Teachers focus on teaching students first-level technology skills, which include how to work the technology, but many teachers ignore the second level skills of knowledge integration and a deeper understanding of analyzing information.  However,  most of the stated factors are in support of this study as the said  factors are still within influence of teachers years of experience and readiness to change along the technologies development.

 

Teacher’s perceptions on the use of mobile technologies in teaching and learning based on teacher’s level of qualification

 

Teacher’s perception on the use of mobile technologies in teaching and learning are significant are significantly different. The results showed that of mobile technologies in teaching and learning varies according to the teacher’s level of qualifications as those with P.hd qualification came first as regards the positive perception on the usefulness and use of mobile technologies in teaching and learning.  This confirmed the study of Nwagwu, (2001) that early studies on m-learning readiness have identified some parameters affecting readiness for m-learning such as educational level.  Also, Bauer and Kenton (2005) said that computer technology is an effective way to widen educational opportunities, but teachers are not using technology as an instructional delivery system. Bauer and Kenton’s research found that teachers were highly educated and skilled with using technology, but teachers were not integrating technology on a consistent basis in the teaching and learning process. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) indicated that beginning teachers wanted to use technology and have adequate technical skills, but teachers lacked knowledge on how to integrate technology in teaching and learning. However, teacher with higher level of education tend to expose to the technical knowledge needed to effectively integrate technology in teaching and learning as showed from the result of this study.

 

SUMMARY, CONCLUSION AND RECOMMENDATIONS

 

This chapter presents the summary of the research; conclusion and recommendations were drawn based on the findings of the study.

 

SUMMARY

 

This study examined senior secondary school teachers’ perception on the use of mobile technologies for teaching and learning in Oyo State. This study arose from the necessity to educate school teachers on the use of the teacher guide for the implementation of the curriculum through ICT. Survey research design was used to carry out the study. Teachers were selected from secondary schools in selected educational zones in Oyo state.  A research instrument was used to collect data for the study. Data collected were analyzed using descriptive and inferential statistics.

Based on the analysis of the data obtained in this study, the following findings are drawn:

• Teachers have access to the majority of mobile technology, but not to more advanced mobile technologies like headband cameras, ultra mobile PCs, or PDAS.
• The teachers have positive perceptions towards the use of mobile technologies in teaching and learning. The instructors are prepared to adapt and participate in m-learning. As a result, they will be accustomed and at ease with the tasks necessary for m-learning.
• The use of mobile technology in teaching and learning differs depending on the gender of the teachers, their years of experience teaching, and their level of credentials.

CONCLUSION

 

The study investigated the senior secondary school teachers’ perception on the use of mobile technologies for teaching and learning in Oyo State. The study investigated the variables (Gender, Teaching year of experience and teacher academic qualification) on the use of mobile technologies in teaching and learning.

The data obtained through the questionnaire were analyzed and interpreted using descriptive and inferential statistics. Means and percentage were used to answer research questions and the study revealed the finding: teachers have access to most mobile technologies but have no access to more advance mobile technologies. However, teachers have positive perception towards the use of mobile technologies in teaching and learning; male and female acknowledge the perceived benefits of using mobile technologies in teaching and learning between male and female teachers. A mobile technology in teaching and learning varies according to the teachers’ gender, years of teaching experience and level of qualifications. In nutshell, teachers have skill readiness to adapt m-learning and engage in it. Hence, they will find themselves familiar and comfortable with the activities required for m-learning.

 

RECOMMENDATIONS                                                                                                                                                                                                                                                                                                                                                                   

 

Based on the findings of this study, the following recommendations were made:

1. For mobile learning to be effective, proper maintenance and the supply of a steady internet provider are required to allow easy and quick learning and teaching.

2. Students and instructors in secondary schools should be taught the fundamentals of computer operation and computer-related instruments.
3. In order to provide the best functional education, curriculum planners should strive to incorporate an effective practical attainment method and how mobile learning learners may be assessed.
4. Because electricity is a driving force and the backbone of computers and computer tools, the government should fund and connect secondary schools to a reliable power system.
5. The responsibility for developing computer study programs for students and staff should be shared by all stakeholders, not only the ministry of education

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