ICT Competencies and Attitudes of Secondary-Level Social Science Teachers: Evidence from the Bijni Region of Assam

Abstract

Digital resources can make Social Science lessons more visual, exploratory, and connected to contemporary life, but their classroom value depends on what teachers can do with them and how teachers view their use. This descriptive survey examined the self-reported ICT competencies and attitudes of 33 secondary-level Social Science teachers in the Bijni area of Chirang district, Assam. The purposively selected participants completed a 40-item questionnaire containing 20 dichotomous competency statements and 20 five-point attitude statements. Responses were analysed through frequencies and percentages. Across 16 positively framed skill indicators, the average affirmative response was 76.89%. Teachers `reported particular strength in copyright and fair-use awareness (87.88%), basic computer and internet operations (84.85%), video editing (84.85%), digital communication with students and parents (84.85%), word processing (81.82%), and online assessment (81.82%). Competence was less widespread for interactive timelines and simulations (66.67% each) and for presentation software, spreadsheets, and digital-content creation (69.70% each). Attitudes were generally favourable: 87.88% believed technology helped explain difficult topics, and 81.82% viewed ICT as essential to contemporary teaching and as a source of professional effectiveness. At the same time, about one-quarter of the participants reported some form of technology-related anxiety. The results suggest that professional development in this setting should concentrate on subject-specific applications, guided classroom practice, data protection, and dependable infrastructure rather than basic computer operation alone.