THE ROLE OF MEDIA AND TECHNOLOGY IN THE DEVELOPMENT OF EDUCATION IN OREDO L.G.A, EDO

ABSTRACT

This study investigates the implementation of media and technology in education within the Oredo Local Government Area (LGA). Guided by five research questions and hypotheses, the study aims to assess the current state of media and technology integration, its impact on access to education, learning outcomes, and teacher effectiveness, and to identify the challenges and opportunities associated with its use. A descriptive survey research design was adopted, involving a sample of 200 students selected from eight faculties in public senior secondary schools in Oredo LGA. Data were collected using a structured questionnaire and analyzed using descriptive statistics. The findings reveal significant disparities in the implementation of media technology across schools in Oredo LGA. There is a statistically significant relationship between media and technology integration and improvements in access to education, learning outcomes, and teacher effectiveness. Additionally, significant associations were found between media and technology use and both the challenges and opportunities identified, as well as educators' perceptions of teaching and learning practices. The study concludes that while media and technology have the potential to enhance educational outcomes, challenges such as limited infrastructure and insufficient teacher training need to be addressed. Recommendations include investing in reliable internet and electricity, providing ongoing professional development for educators, increasing budgetary allocations for technology resources, and forming partnerships with educational institutions and technology companies. This research contributes to the existing body of knowledge by offering insights specific to Oredo LGA and provides practical recommendations for optimizing media and technology use in education. Further studies are suggested to explore broader contexts, effective integration models, and targeted support for educators lacking confidence in technology use.