Integrating Emerging Technologies in Curriculum Implementation at the Basic Education Level in Plateau State, Nigeria

Abstract

This study investigated the integration of emerging technologies in curriculum implementation at the basic education level in Plateau State, Nigeria. The study adopted a descriptive survey research design. A sample of 300 teachers drawn from 60 public and private basic schools across Plateau State participated in the study using stratified random sampling. A structured questionnaire titled 'Emerging Technologies and Curriculum Implementation Questionnaire' (ETCIQ) was used as the instrument for data collection. The instrument was validated by experts in educational technology and curriculum studies. Data were analyzed using mean and standard deviation. The findings revealed that the availability of emerging technologies in basic schools in Plateau State was generally low (Grand Mean = 2.27), teachers demonstrated moderate competency levels in the use of digital tools for curriculum implementation (Grand Mean = 2.69), while the challenges militating against technology integration were high (Grand Mean = 3.67). The study recommended that the Plateau State Government, through the State Universal Basic Education Board (SUBEB), should provide sustained funding for technology infrastructure, organize regular ICT professional development programmes for teachers, and develops an ICT-inclusive curriculum policy for basic education in the state.