THE PROSPECTS OF ICT IN THE TEACHINGANDLEARNING

The study focuses on the prospects of InformationandCommunication Technology (ICT) in the teaching and learning of Englishlanguage in secondary schools in Olamaboro local government area of Kogistate. The survey design was adopted for the study. The simple random technique was used to select a sample size of one hundred (100) as the population of the study both private and Government owned schools were analyzed. Five research questions were raised to guide the study. The data collected were carefully analyzed using the simple frequency and percentage. The findings of the study revealed that the available ICT facilities for the teaching and learning English language in private owned secondary schools are television, cellphones, laptops and desktop computers while there were very few ICT facilities available in government owned schools. For instance, most government owned schools had two or three computers of which one or two are often faulty leaving just one functional computer for the entire school to use. In rural areas of Olamaboro local government area, villageslikeEmakwacha, Ogugu, Ofante, Adupi and Ogene, the prevailing schools there are government owned. Here, the students have no access to computers at all. Very few students have phones that accept internet connection. The teachings are all theoretical. With the classrooms environment unconducive and over populated, the students are conditioned to the traditional method of teaching as opposed to this present age where Information and communication technology is in prevalence. It has been proven beyond every reasonable doubt that ICT plays a crucial role in the teaching and learning of English language as opposed to the time past. There is a great discrepancy between students who have access to ICT facilities and those who have little or no access to it at all. The study reveals the fact that despite the various roles ICTplay in the teaching and learning of English language, schools situated in Olamaboro local government area are yet to extensively adopt them for teaching and learning as the efforts geared towards inculcating ICT into the school system have not yielded much fruit. This is due to various reason