Abstract
This research work investigated the Impact of Information and
Communication Technology (ICT) in teaching and learning in Enugu-east local
government area of Enugu state. It sought to establish the relationship between
ICT and students‟ learning, particularly looking at the availability,
accessibility and user-ability of the ICT resources in the said local
government. This study employed descriptive survey design; data was collected
using questionnaires and it was analyzed using mean. The researcher used a total
number of 120 students, selected from the population of 950, using the simple
random sampling method. The achievement test was subjected to test and re- test
reliability technique. The study established among others that the availability
of ICT resources in the secondary schools in the local government is still very
much wanting and very inadequate for the students to use. Because of the
limited number of functional computers and the computer laboratory,
accessibility is timetabled. The researcher therefore recommends that Teachers
should be more committed to teaching with the use of ICT-driven instructional
aides.
TABLE OF CONTENT
Title
page
Table
of Contents
List
of Tables
Abstract
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the study
Significance of the study
Scope of the study
Research questions
CHAPTER TWO:
LITERATURE REVIEW
Conceptual framework
Theoretical framework
Empirical studies
CHAPTER THREE:
RESEARCH METHOD
Research design
Area of the study
Population of the study
Sample and sampling Techniques
Instrument for data collection
Validation of the instrument
Reliability of the instrument
Method of data collection
Method of data analysis
CHAPTER FOUR:
RESULTS
Research question I
Research question II
Research question III
CHAPTER FIVE:
DISCUSSION, CONCLUSION AND RECOMMENDATION
Discussion and findings
Data findings
Conclusion
Educational implication and findings
Recommendation
Limitations of the study
Suggestion for further
studies
Summary
References
Appendix
CHAPTER ONE
INTRODUCTION
Background of the study
In recent years, several studies and reports
have highlighted the opportunities and the potential benefits of information
and communication technologies (ICT) for improving the quality of education,
particularly ICT. ICT is used as a
mechanism at the school education level that could provide a way to rethink and
redesign the educational systems and processes, thus leading to quality
education for all.
The use of Information and Communication Technology (ICT) creates
a powerful learning environment and it transforms the learning and teaching
process in which students deal with knowledge in an active, self directed and
constructive way (Volman & Van Eck, 2005).
ICT is not just regarded as a tool, which can be added to, or used as a
replacement of existing teaching methods. ICT is seen as an important
instrument to supporting new ways of teaching and learning. It should be used
to develop student’s skills for cooperation, communication, problem solving and
lifelong learning (Plomp Gregory 2004; Voogt, 2003).
Technology
as a matter of fact can change or alter how people access, gather, analyze,
present, transmit, and simulate information (Plomp, 2012). The impact of
technology is one of the most critical issues in education (Webber, 2003). According to Flanagan and Jacobsen (2003), technology
integration is meant to be cross curricular rather than become a separate
course or topic in itself. Technology should be used as a tool to support the
educational objectives such as skills for searching and assessing information,
cooperation, communication and problem solving which are important for the
preparation of children for the knowledge society (Drent Meelissen 2007).
In fact, innovative use of ICT can facilitate student centered
learning (Drent, 2005). Hence, every classroom teacher should use learning
technologies to enhance their student learning in every subject because it can
engage the thinking, decision making, problem solving. These are cognitive
behaviors that children need to learn in an information age. Despite successful
efforts to acquire computer hardware and to raise the student to computer ratio
to 5:1 (World Almanac, 2002), there has been less success identifying, which
computer skills should be taught in school and how computers can be used for
teaching and learning (Dooling, 2000). However, the use of
information and communication technologies in the educative process has been
divided into two broad categories: ICTs for Education and ICTs in Education.
ICTs for education refers to the development of information and communications
technology specifically for teaching/learning purposes, while the ICTs in
education involves the adoption of general components of information and
communication technologies in the teaching learning process. Integrating technology into curricula with the intent of
positively influencing teaching and learning has been in a state of evolution
over the past 20 years (Dias & Atkinson, 2001; Dockstader, 2000). Driven primarily by hardware and software
evolution, accessibility to computers in educational settings, and popular
instructional technology trends, technology integration has covered the
continuum from instruction on programming skills, self-directed drill and
practice, interactive learning software, online training, testing,
instructional delivery augmentation, and Internet-based accessibility to
information, communication, and publication (Dias & Atkinson, 2006).
Information and communication technology is an essential tool in any
educational system.
It
has the potential of being used to meet the learning needs of individual
students, promote equality educational opportunities; offer high quality
learning materials, increase self-efficacy and independence of learning among
students, and improve teachers’ professional development. (Apanpa and Lawal,
2009) opined that the use of technology, and knowing how technology can support
student learning have become essential skills for professional teachers in
today’s world.
To accurately understand the importance
of Information and Communication Technology in Teaching and Learning, there is
need to actually understand the meaning of ICT.
ICTs stands for Information and Communication Technology, and are
defined, for the purposes of this primer, as a diverse set of technological
tools and resources used to communicate, create, disseminate, store, and manage
information.
The recent electronic information system
has shown that they offer great opportunities for students in various
disciplines. The use of electronic information system aids students to gain
extra information outside what they have been taught in school. This is made
possible through the use of internet connection. Electronic information system
can be defined as the combination of hardware and software used to store data
and information for external and internal forces for more accessible data base
towards the accomplishment of the organizational goal, through the use of
Electronic Information System (EIS). Necessary information is transmitted
widely within the shortest possible time, thus enabling researchers, scholars,
to meet, interacts, and exchange ideas in the field of education.
(Adebayo
2008) asserted that the functions of teaching in education process is
considered paramount especially when we consider teaching and learning process
as the acquisition of knowledge and skills by individuals to enable him become
useful member of the society. Teachers are the primary agents of educational
innovation therefore; ICT skills among secondary school teachers should be seen
as an invaluable prerequisite that would help facilitate the teaching and
learning procedure in this modern age of information explosion.
The
main objective of information and Communication technology for teaching and
learning according to is to facilitate a faster and better comprehension and
appreciation of the subject matter in such a way as to obtain the maximum
possible output from the teaching and learning process. (Nwachukwu 2005) opined
that with the changes in the forms, formats, and expressions of information,
the process of access, storage, transmission and reproduction have witnessed
new media technology, it is therefore of paramount importance for teachers to
adapt themselves to new roles and skills in order to cope with the impending
changes. Posited that use of computers can revolutionize teaching and learning
and could bring advances that would improve education dramatically. (Jegede2008)
opined that ICT is now recognized as an essential ingredient for creating 21st
century learning environment but Lau and (Sim 2008 ) reported that despite the
apparent benefits of the use of ICT for educational purpose, studies showed
that in many cases, the learning potential of ICT is deprived as many teachers
are still not fully ICT literate.
(Mutula
and Mutula 2007) asserted that there is a digital divide which refers to the
widening imbalance of access to ICT’s between communities and countries which
creates an imbalance for equitable access to quality education in an electronic
age. They further opined that schools are being seen as very important
institutions for bridging the digital divide in society because they represent
focal points where many children from different communities converge for
learning purposes. Though, (Servon 2002) argued that the technology gap should
not be defined narrowly as a problem of access. Training and content. It should
be included as other dimensions of the digital divide so that policy makers and
programs to narrow the digital divide would not lose their focus. It is
therefore of paramount importance for teacher preparatory institutions to aim
at developing in teachers ICT pedagogical competencies that will ensure that
these teachers help the country to cross over to the positive side of the
digital divide and keep pace on the information superhighway (Akudolu, 2002).
Information
Communication Technology (ICT) has changed the face of teaching and learning
globally. And serious nations are taking the advantages inherent in ICT to
impact on the educational sector.
Though Nigeria is also making efforts to join the ICT fray, these efforts
appear to be ineffective. Computer laboratories are largely non-existent in
many public schools across the country. And where they exist, they are nothing
to cheer. Due to this general neglect and other factors, comprising corruption,
outdated curriculum, ill-motivated teachers, materialism and academic laziness
on the part of Students and Teachers, the nation has been reaping mass failure
in public examinations.
The success of the implementation of ICT is not dependent of the
availability or absence of one individual factor, but is determined through a
dynamic process involving a set of interrelated factors (Ema, E. & Ajayi, D. T. 2006).
The efforts of different governments and
administrations have been focusing on providing the schools with good
equipment. However, an analysis of the educational uses of ICT in the classroom
has been lacking. This research focuses on the need to develop appropriate
strategies to face this new teaching role and, additionally, the students’ role
when integrating ICT in the teaching and learning processes. The role and the
perspective of teachers have become highly relevant, highlighting them as
crucial players in this process. Particularly, teachers use technology
depending on their perceptions and their trust in the way it can contribute to
the teacher and the learning process. Through knowing what they think, we will
be closer to understanding what they do or what they might do with technology
in their classrooms and in relation to their work.
The
technologies to develop and deploy will ensure that the end user receives a
minimum level of service even in adverse conditions. Examples of this would be:
·
E-Learning: E-Learning is the convergence of learning and the Internet done at
a computer, usually connected to a network, giving us the opportunity to learn
almost anytime, anywhere. It is the use of network technology to design,
deliver, select, administer, and extend learning. (Gregory Ford, 2007)
E-Learning
provides faster learning at reduced costs, increased access to learning, and
clear accountability for all participants in the learning process. It is not
unlike any other form of education - and it is widely accepted that e-Learning
can be as rich and as valuable as the classroom experience or even more so.
With its unique features e-Learning is an experience that leads to
comprehension and mastery of new skills and knowledge, just like its
traditional counterpart. E-Learning is a valuable part of a well-planned and
properly supported education and training environment.
· Virtual classroom: A virtual
classroom is a web-based environment that allows you to participate in live
training events without the need to travel. You listen to lectures, participate
in lab exercises, ask questions, and receive feedback just as you would do in a
conventional classroom except you do it from the convenience of your desktop,
laptop or anywhere you have an Internet and phone connection.
· Distance education: The scope
could also be extended to also establish distance education programs in the
state so that schools in the rural areas could evolve their own non-formal
educational program. How do we reach out to people with no or very poor
internet connection? We can consider other means such as mobile phone network,
cable television network or offline access using DVDs. To address the bandwidth
constraints, we should make the same multimedia content available in multiple
formats such as audio only, low quality video, and high quality video.
· Email service: Store and
forward abilities to ensure that the user is able to send email to a local
server can be implemented. The user is not asked to wait to come back when the
"internet is back again". The user would also be allowed to type,
send email and ask questions.
· Market Price Information: The buyer
and seller could receive customized market data to allow them to make informed
decisions.
Local content: Local
content will be stored in a distributed architecture making it accessible to
all kiosks in the area irrespective of problems with the leased lines.
· Medical diagnostics / consultation: Linking the rural communities over a
reasonably high bandwidth line is the first step in connecting primary health
centers to the good medical facilities provided in the city.
(CEO Forum
on Education Technology 2001).
Statement of Problem
The research is
very much concerned about the Impact of Information and Communication
Technology in teaching and Learning in secondary schools in Enugu-east Local
Government Area of Enugu State.
This is caused
by certain factors which has attracted the concern of the researcher. One of
the factors is:
i.
Lack of equipments and technological
know how
Other factors
are as follows:
ii.
Lack of trained teachers, to handle the
equipments for teaching and learning.
iii.
Negligence on the part of the state
government to boost educative infrastructures in the state.
iv.
Lack of basic computer skills among the
secondary school students.
Purpose
of the Study
The
general objective of the study is to investigate the Impact of Information and
Communication Technology (ICT) in Teaching and learning in Enugu-East local
government of Enugu State.
The specific
objective includes;
1. To
find out student’s exposure to teaching and learning with ICT in government
secondary schools in the local government.
2. To determine the factors affecting the use of
ICT related equipment present in each of the secondary schools.
3. To
find out how functional and impactful the equipments are on student’s learning.
Significance
of the study
This study
should be of great importance to the policy makers in our secondary schools and
also to the state and local governments of Enugu state because this research is
aimed at helping them to appreciate the usefulness of ICT in teaching and
learning so as to come up with policies that promote ICT in teaching and learning. The researcher hopes that result of
the study may be useful to future researchers with interest in examining
further the impact of ICT on students learning and teaching in general. This
should lead to the generation of new ideas for the better implementation of ICT
into learning process.
Scope
of the Study
The study covers
ten Government Secondary Schools in Enugu east Local government Area of Enugu
State. The schools comprise both male and female schools. Out of the 10
secondary schools covered, Three out of 10 were chosen by the researcher for
focus. The Chosen schools are:
1. Girls’
secondary School, Abakpa
2. National
Grammar School, Nike
3. Trans-ekulu
girl’s Secondary school, Trans-ekulu.
All of these
above listed Secondary schools are located in Enugu-east local government area of
Enugu state, Enugu.
RESEARCH
QUESTIONS
This study
sought to unearth answers for the following question
1.
How does Information and Communication Technology help in Teaching and
learning?
2.
What is the availability of ICT related equipment present in each secondary
school?
3. What
are the factors affecting the teaching and learning with ICT in your school
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