Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) DOI: 10.7176/JEP Vol.10, No.14, 2019 76 Digitalizing Secondary School Activities in Ibadan Metropolitan Secondary Schools, Oyo State, Nigeria Isah, Emmanuel A. 1* Ojetunde, Segun Michael 2 1.Department of Educational Management, Faculty of Education, University of Ibadan, Nigeria. 2.International Center for Educational Evaluation, Institute of Education, University of Ibadan, Ibadan, Nigeria Abstract Problems associated with manual school activities prompted an investigation into digitalization of secondary school activities in Ibadan metropolis secondary schools considering stakeholders’ preparation vide available ICT facilities, administrators’ and student’ readiness with a survey sample of teachers and students that consisted of 600 respondents. Data collection instrument is “Digitalizing Secondary Schools Activities Questionnaire” (DSSAQ) with ‘r’-0.80, 0.78 for teachers’ and students respectively. Study results indicate that a significant relationship exist between students’ readiness and digi talization of secondary school activities; r = 0.194; p< 0.05, school administrators’ readiness and digitalization of secondary school activities r = 0.532, p 0.0. ICT facilities did not significantly relate to digitalization of secondary school activities; r=-0.02;p>0.05. School administrators’ readiness contribution ( =7.593, p 0.05) which is significant, student’ readiness is ( =0.019, p 0.05), also significant. ICT facilities did not significantly influence digitalization of secondary schools ( =0.081, p 0.05). Joint contribution of all variables was significant (R =0.536, F(3,144) = 19.374, , p 0.05). It was recommended that stakeholders’ in secondary school education should assume responsibility for providing basic ICT facilities to facilitate the implementation of digitalization of secondary school activities in Nigeria. Keywords: educational activities, educational stakeholders, digitalizing school activities DOI: 10.7176/JEP/10-14-10 Publication date:May 31 st 2019 1. Introduction Over the years, the teaching profession has witnessed changes from pre-service training through to recruitments and service conditions. Traditional teaching equipment have also kept changing for example; what used to be known as teaching equipment include; books (hard copies), chalk, chalk board, instructional materials that were predominantly cardboards as improved institutional materials (IM). Again, the perception of stakeholders and society concerning the profession has changed and is still changing for example, the Nigerian government has enacted the Teachers Registration Council of Nigeria Act (1993) to regularize, discipline and promote the teaching profession. Another striking aspect of the teaching profession is the continuous exponential increases that is experienced and associated with number of schools, teachers, students and the complexity in the activities of the school system. Closely associated with these are emerging schools demography and insecurity implying that some changes need to be made to the current school system. Prior to the 1980s’ in Nigeria, schools were mainly regulated by government but run exclusively by voluntary agencies until 1973 when Federal Military Government of Nigeria (FMG) took over all schools (Oni, 2015) & Obi (2003). In the wake of the second republic in Nigeria (1979-1983), government introduced numerous schools. Traditional boarding house schools were removed and the inauguration of the national policy on education in 1981(FRN, 2004) exacerbated the complexity by introducing new subjects that required the development of skills. The division of secondary education under the new policy gave rise to the junior and senior school system as well as the 6-3-3-4 system of education. Recently at the turn of the century, the universal basic education programme (UBE) was introduced which is 9-3-4 merging primary and Junior Secondary Schools. It cannot be reasonably argued that with these new introductions, the traditional methods of school activities could cease to be useful for example, it becomes too challenging to the teacher to manually do so many thing in the new system without electricity in schools (Babalola, 2010). It becomes herculean to teach several subjects without reference to modern materials (Libraries). Children who attend schools are now exposed at tender ages to modern communication equipment rendering the services of teachers who are not exposed to such training on these facilities obsolete and unwanted. At tender ages students can effectively surf the internet, use sophisticated equipment as laptops, desktops, smart phones etc (Emunemu, Isah & Isuku, 2013). In most schools, traditional teaching equipments have become obsolete especially when private (fee paying schools) and public schools (government tuition free schools) are compared. The private schools have the