ICT-Pedagogy Integration In The Learning Environment Of The Lower Basic Education Schools In Nigeria.:- Maryann C. E Udo

Abstract The lower basic education comprises thepre-primary and theprimary level of learning. It is also obvious that many modern tools commonly referred to as information and communication technologies (ICTs) are being integrated into the teaching-learning process. This paper sought to examine the extent of integration ofICTinto the learning environments ofthe LowerBasic education ' ' school in Nigeria. In line with the goals ofprimary education in Nigeria, the various reasonsforICT-Pedagogy Integration at the basic education level were reviewed. Similarly, the differentstrategies andmodes ofintegration ofICTinto basic teaching and learning were also examined. It was observed however that integrating ICT at the basic education level is not without challenges and limitations. As learning tools, ICTs are a veritable partnerfor children in schools as they offer better learning opportunitiesfor teaching and learning. Importantly, the roles ofteachers in ICT-enhanced teaching and learning in primary schools were equally expressed as only ICT-competent teachers can comfortablyguarantee quality ICT-pedagogy integration at the basic education environment. Recommendations for effective ICT-pedagogy integration includedthat teachers be retrainedon regular basis, private-publicpartnership in soui cing and i esoui cing for basic education programmes, full scale integration ofICTintopre-service basic teacher education curriculum.