Özet:

The use of technology for educational and personal purposes has increased over the past few years. It has created access to a wide array of information and powerful communication platforms among users.. This study, therefore, investigated the relevance of digital citizenship education among immigrant teachers in Public Secondary Schools in Anambra State, Nigeria. The study adopted a descriptive research design and was guided by four research questions and hypotheses. Stratified random sampling technique was used to select two hundred and forty (240) respondents from a population of 3395 teachers in Public Senior Secondary Schools in the six education zones in Anambra State. A 45-item questionnaire was used for data collection which was analyzed using mean, standard deviation, and z-test statistics. The major finding of the study revealed that teachers have limited access to digital technologies as well as digital literacy skills and competencies. The implication of the misuse of technology means that teachers are not unaware of what is appropriate in the use of technology. The study concluded that that digital access and computer literacy are not sufficient to prepare pre-service and in-service teachers to use technology in their classroom. What is needed is the basic understanding of how computers and related technology can be used in education, as well as the right skills for integrating technology into the curriculum. Based on the major finding and conclusion of this study, appropriate recommendations are proposed in terms of policy, practice, and implementation of digital citizenship education in teacher education in Anambra State, Nigeria.

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