The integration of information and communication technologies (ICT) into educational practices has gained significant attention, with Interactive Whiteboards (IWBs) being a key technological tool in enhancing teaching and learning processes. An IWB serves either as a standalone touchscreen computer or a touchpad connected to a computer and projector, serving as a modern alternative to traditional blackboards and whiteboards. Despite the Nigerian government’s policy to incorporate IWBs into secondary school classrooms, several barriers such as inadequate infrastructure, unreliable power supply, limited internet connectivity, insufficiently trained personnel, and inadequate funding have hindered the successful implementation of this policy.

In the Nnewi Education Zone of Anambra State, IWBs are underutilized, despite their potential to improve educational outcomes in Computer Studies. This study aimed to investigate the level of awareness and the extent of utilization of IWBs among secondary school Computer Studies teachers in the region. The research specifically sought to determine the relationship between teachers' awareness and their usage of IWBs, and whether there were significant differences in these variables across public and private secondary schools.

The study employed a descriptive survey research design, targeting 20 Computer Studies teachers from both private and public secondary schools in the Nnewi Education Zone. A structured, closed-ended questionnaire was developed by the researcher to collect data. The instrument’s reliability was established through Cronbach’s Alpha. Four trained research assistants were involved in administering the questionnaire. Data were analyzed using descriptive statistics (mean, standard deviation, and weighted response average) to address the research questions, and an independent samples t-test was conducted at the 0.05 level of significance to test the hypothesis.

The results indicated that while the majority of teachers demonstrated an awareness of the potential advantages of IWBs in teaching and learning, the actual utilization of this technology was minimal. Furthermore, no significant difference was found in the levels of awareness and utilization of IWBs between teachers in public and private schools. The study concluded that while teachers are cognizant of the benefits of IWBs, the lack of practical application reflects a gap in training and resource availability. The study recommends that targeted professional development programs, including workshops and seminars, be organized to enhance teachers' competencies in effectively integrating IWBs into their instructional practices.