This study has been conducted with the objective to assess teachers’ use of information communication technology (ICT) in teaching and learning in secondary school context. The study involved descriptive survey. Three high schools were selected from six high schools by simple random sampling technique. Data was collected from 130 teachers’ selected from three high schools based on gender stratification. Questionnaire designed by Papanastasiou, E. C., & Angeli, C. (2008) was adapted to measure teachers’ use of ICT in teaching and learning. The analysis of quantitative data was done by mean, standard deviation, independent t-test and one way ANOVA. The findings of the study revealed that there was no statistically significant difference between the mean teachers use of ICT in teaching and learning of male(n=94,M=14.38,SD=2.72) and females( n=36,M=14.02,SD=3.2), t(128)=0.63,p>0.05. The result about teachers’ use of ICT in teaching and learning across service years, revealed that there was a significant difference at p < .05 level for the three conditions [F (2, 127) = 4.84, p < 0.05]. Result also indicated that inadequate number of computers shared the highest mean score as factors affecting the use of ICT in education. Eventually, conclusions, recommendations and areas of further research were forwarded based on the major findings to enhance teachers’ use of ICT in teaching and learning.
