ICT Knowledge and Competence of Social Studies Educators in Ekiti State, Nigeria Oluwagbohunmi, M. F. Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria Abstract This paper examined ICT knowledge and competence of Social Studies educators in Ekiti state, Nigeria. The study becomes imperative due to the significance ICT in national development since no nation can develop beyond its educational standard. The objective of this study was to determine the level of ICT literacy of the educators that are supposed to impart ICT knowledge into the students and to find out what constitute barriers to adoption of technology. The study employed descriptive design of the survey type. Using a sample of 150 respondents made up of Social Studies educators selected through simple random sampling technique from public secondary schools in Ekiti State, a self designed and validated instrument titled ICT Knowledge and Competence of Social Studies Educators (ICTKCSSE) was used for data collection. The instrument which consisted of structured questionnaire items was validated, tested for reliability and found usable for the study. Data generated were analysed using frequency count, simple percentage, means and standard deviation. The study found that social studies educators’ knowledge of ICT was very low and that they lacked necessary skills for its usage. Barriers to adoption of technology were found to include erratic power supply and incompetence. The hypothesis showed no significant gender difference in the educators’ level of ICT competence. Based on these findings, it was recommended that government should make computer literacy compulsory for all educators in secondary schools and ensure adequate and regular power supply. 1. Introduction One of the objectives of ICT in Nigeria is to empower the youths with ICT skills and prepare them for global competitiveness and to integrate ICT into the mainstream of education and training. [6] stated that the modern educational techniques shall be increasingly used and improved upon at all levels of the education system and that educational training facilities shall continue to be expanded in response to social needs. ICT is one of the modern educational techniques and recent innovations being entrenched in the school system. Educators play significant role in the educational system and must not only be carried along but included in the planning since they are the main executors of government programmes in schools. In order to achieve the objectives of ICT, the educators must be computer literate. That is, they must be able to use computer effectively to impart knowledge. ICT is a globally recognized fastest tool for improving quality of learning, research, communication and administration. It is opened to everybody in the world society to enhance knowledge acquisition and keep people abreast of happenings in their environment. In Social Studies, students are sensitised to happenings in their environments for them to be able to make positive impacts, to create room for better social interactions that can bring about a better society. [3] described this as an education that will direct and give students freehand and opportunities to make enquiries, investigate, discover, discuss, experiment and acquire experiences in order to make decisions on social issues and problems and find solutions to them. In view of this, Social Studies educators should create motivating learning environment through which students would be able to develop interest in using technology to aid learning. We live in a dynamic world where changes occur constantly in almost every facet of life. Since access to people and information anywhere in the world has become quicker, faster, cheaper and easier as a result of the use of phone, computer and internet, there is need to keep abreast of these changes which can quickly and easily be known through ICT. Keeping abreast of the changes however demands not only sourcing for information but the ability to maneuver facilities that are necessary for embracing technology in this digital age. This necessitates that individuals must know how to manipulate the computer, browse the internet, use CDROM, printers, scanning machines etc and how to locate, identify, download, print and effectively make use of information for improved functionality and survival of the society. In order to develop students’ computer skill, teacher must create a participative learning environment where his/her ICT skills, knowledge and practical experience will be used to support teaching and learning. It is the function of the teacher to provide learning opportunities to ensure students’ active participation. Using technology in Social Studies will facilitate participative learning. ICT encourages student-centred and individualised learning as such student is able to learn anywhere, anytime and anyhow. The choice of what to learn becomes the sole prerogative of the leaners as they are exposed to variety of information coming from all parts of the world daily. Radio, television, handsets and International Journal for Infonomics (IJI), Volume 6, Issues 3/4, September/December 2013 Copyright © 2013, Infonomics Society 756