Perceptions of Music Educators on ICT use in Teaching and Learning of Music in Selected Secondary Schools in Lagos, Nigeria

Abstract

This study investigates the perceptions of music educators regarding the use of Information and Communication Technology (ICT) in the teaching and learning of music in selected secondary schools in Lagos, Nigeria. The primary objective was to examine the perceived benefits, ease of use, and challenges associated with the integration of ICT in music education. The study utilized a quantitative method. The findings reveal that a significant majority of educators perceive ICT as a valuable tool in enhancing music lessons, making them more engaging, interactive, and effective in clarifying musical concepts. ICT was also found to support students’ independent learning, promote better time management in classrooms, and provide lasting memory retention of musical terms and ideas. Moreover, educators noted the potential of ICT in musical composition and fostering student participation in the classroom. However, the study also identifies several challenges in the use of ICT, including technical issues such as frequent errors, unreliable power supply, and the difficulty and cost of maintaining ICT equipment. These barriers were seen as impediments to the consistent and effective use of technology in music education. In conclusion, while music educators in Lagos acknowledge the positive impact of ICT on music teaching and learning, there is a clear need for improved infrastructure, reliable power supply, and ongoing professional development to help educators effectively integrate ICT into their teaching practices. The findings of this study provide crucial insights that could inform policies aimed at enhancing ICT adoption in music education, ultimately improving the quality of teaching and learning in secondary schools across Lagos, Nigeria