Exploring the integration of technology in secondary school classrooms in Osogbo, Osun state

In the present-day Nigerian educational settings, technology is increasingly adopted, though there are mixed attitudes about integrating it into the instructional process among the secondary school teachers of Osogbo, Osun State. Therefore, the present study makes an inquiry into the relationship between perception, attitude, and some demographic variables of the teachers regarding technology use in the classroom. The study is informed by the theoretical anchorage on Self-Perception and Constructivism which involved 300 teachers randomly selected from three local government areas. There was a statistical gender difference in attitudes toward technology, with males being more positive. Age and teaching experience had a combined significant influence on the attitude of teachers toward technology integration. This study thus underscores the need for bottom-up decision-making processes in the effective integration of technology