Trainee Teachers’ Acceptance of Integration of Information Communication Technology In Lesson Delivery In College Of Education, Zuba, Nigeria Counselling Implications

This descriptive survey investigated trainee teachers’ acceptance of the integration of Information Communication Technology (ICT) in lesson delivery. Federal Capital Territory (FCT) College of Education (COE), Zuba with a population of 4,860 students served as case study. 420 students including males and females were randomly selected from the five schools in the college. A researcher – made questionnaire was the instrument for data collection while the instruments for data analysis were the simple percentage and frequency count. Out of the 420 questionnaires distributed, only 400 were retrieved and used for the study. Some research questions were asked to guide the study. Findings showed that: ICT literacy level of the trainee teachers of FCT COE Zuba was not high, the response of trainee teachers to ICT –driven lessons was reasonably high, lack of ICT-compliant staff and constant power outage/non-availability of alternative sources of power, Poor access to ICT resources which makes it difficult for teachers to use ICT in teaching, high cost of ICT usage and Insufficient time to review and inculcate ICT materials into lessons are factors affecting integration of ICT into lesson delivery, FCT COE Zuba has insufficient technical resources to appropriate ICT into lesson delivery. Appropriate recommendations were proffered and relevant conclusion drawn.

KeyWords: Acceptance, Integration, Information Communication Technology, Lesson delivery