ABSTRACT
The purpose for this
project work was to find out the perception of teachers on the use of
information and communication technology (ICT) in the teaching and learning of
computer in senior secondary schools in Ovia North East Local Government Area
of Edo State. In order to find out the above, some questionnaires consisting of
twenty items were administered to one hundred teachers in the senior secondary
school in Ovia North East Local Government Area of Edo State.
There were findings that revealed that majority of the
respondents have positive attitude towards the use of information and
communication technology in teaching and that gender and educational
qualification have no significant impact on the attitude the teachers develop
toward the use of technology. In conclusion base on this research,
recommendations were made that teachers should be encouraged to develop
positive attitudes towards the use of Information and Communication Technology
(ICT) in the teaching and learning process, and that teachers should also be
trained in the various subject areas and how to employ and use Information and
Communication Technology (ICT) in the teaching and learning process.
TABLE OF CONTENT
CHAPTER ONE
Introduction
Background of the study
Statement of the problem
Purpose of the study
Research questions
Significance of the
study
Scope of the study
Limitation of the study
Definition of terms
CHAPTER TWO
Literature review
Introduction
ICT as a modern trend in
world development
Financial implication of
establishing ICT laboratory in developing countries
Enhancing ICT through
private-public partnership
The impact of ICT on
school and educational system
Quality and experience
of teachers
The nature of economics
classroom
The role of ICT on
economics instrument
CHAPTER THREE
Research methodology
Research design
Population of the study
Sample and sampling
techniques
Research instrument
Validation of instrument
Administration of
research instrument
Method of data analysis
CHAPTER FOUR
Data analysis,
interpretation and discussion of results
CHAPTER FIVE
Summary, conclusion and
recommendation
Summary
Summary of findings
Conclusion
Recommendation
REFERENCES
APPENDIX (QUESTIONNAIRE)
CHAPTER ONE
1. INTRODUCTION
1.1 BACKGROUND OF THE
STUDY
Information and Communication Technology (ICT) is one of the several
educational technologies which came up after the industrial revolution.
According to Jimba (1998) “At the end of the 2oth century, a new revolution has
just began to shape the context of human civilization, it is called the result
of the convergence between Information and Communication Technology.
Information and Communication Technology (ICT) are of various dimensions,
ranging from the traditional black board and instrumental media to computer
technology. The latter computer technology is what has broadened up the scope
of ICT. Any discussion about the use of computer system in the schools is built
upon understanding of the link between schools, learning and computer technology.
Information and communication technology has got input on the teachers and
pedagogy, teachers are key component in the learning environment and therefore
the impact of ICT on the teachers and the strategies they employ to facilitate
the learning environment are critical. They sometimes appears to be an
assumption that using ICT to support teaching and learning requires change for
all the teachers, whereas clearly same teachers (including textbook writes)
have been creating learning environment for years without ICT. However, these
teachers tend to use ICT, because they readily perceive that in doing so they
will provide even better learning environment better
(1999).
Information and communication technology (ICT)
is the knowledge and understanding of computer combined with the ability to use
them effectively. It is seem as a system of data collection. It is the ability
of telling the computer to do what you want it to do. On a least specialized
level, information and communication technology (ICT) involves knowing how to
turn on computer, start and stop simple application programmes, save and print
information.
Information and communication technology is not limited to the acquisition of
knowledge alone; it also presupposes personnel’s, practical hands on
experience. It is generally used as a system in accomplishing task, such as
electronic communications under the control of a set of instructions called
programme. Professionally it can be conceived as a tool, throughout the world,
many countries have introduced information and communication technology (ICT)
into their educational system via, different courses of action, their uses is
also underlined as a necessity for improving the quality in the teaching and
learning process.
The use of ICT in the teaching and learning process is a relevant and
functional way of providing education to the learners in order to assist them
to imbibe the required capacity for the world of work, very few jobs today do
not require the use of skill in technology, collaboration and team work all of
which can be required through teaching with ICT. This ICT is fundamentally
changing the way we live, learn and work.
Aladej Sana (2009): observes, Information and Communication Technology (ICT)
has transformed the means by which we inform ourselves, remain up to date with
world events and areas of personal interest and for further learning, for many
books and journals are no longer the first or primary source of information for
learning we now regularly rely on images, video, animation and sound to acquire
information and to learn, increased and improved access to the internet has
accelerated this phenomenon.
Information and Communication Technology (ICT) usage is an important indication
of the teacher’s preparedness to carry out the obligation of daily lessons. In
fact Woodrow (1992) assents that any successful transformation in education
practices required the development of positive user attitude toward new
technology.
The development of teacher’s positive attitude toward ICT is a very significant
factor not only for increasing integration but also for avoiding teacher’s
resistance to ICT usage Wasson (1998). The use of Information and Communication
Technology can help revitalize teachers and students perception, this can help
to improve and develop the quality of education by providing curricular support
in different and difficult subject areas. To achieve objective, teachers need
to be involved in a collaborative projects and development of intervention
strategies, which would include teaching partnerships with ICT as a tool.
Teachers attitude are major prediction of the use of new technology
instructional settings. Teacher’s attitude toward ICT shapes not only their own
ICT experience, but shape also the experience of the students they teach.
According to Zhao and Ziko (2001), three conditions are necessary for teachers
to introduce ICT into their classroom, they include:
a. Teachers should believe in the effectiveness of
technology
b. Teacher’s should believe that the use of
technology will not course any disturbance and
c. Teachers should believe they have control, over
technology.
The impact of ICT on
pedagogy can be summarized into the following
i.
More learner centered
ii.
More active learning
iii.
Based on greater
accesses to information
iv.
More co-operative and
collaboration.
The role of teachers has
been influenced by Information and Communication Technology. Miller and Olson
(1994) argued that an important reason why computer have not altered the
curriculum in the manner predicted by some educators is in the influence of
traditional teaching method and your outline of practice teachers. Although
critics raised numerous questions concerning the unrealized potentials of
computer, few looked at how traditional classroom practice affects it usage.
While the role of teachers will continue to be critical, the composition of the
role is likely to be altered and require a greater range of skills and
understanding for example, high level of access to computer to support learning
tends to encourage teachers to use more co-operative group work and less
teacher stand up lecturing, Schater (1999), they are less likely to take on the
role of content expert where they will increase co-operate with other teacher.
Gregoine 1996).
Without a concrete understanding of the basic concept of communication, ICT
will be of little importance. The basic concepts of communication are sending,
encoding, massage receiver, decoding noise and feedback. The sender is the
initiate of the message and usually it is initiated in response to outside
stimulus, these messages must be encoded so that the receiver can decode the
information in an environment with little or on noise. ICT can be applied
appropriately in teaching and learning process by ensuring that noise is
minimize and there is adequate feed back as responses from the students to
teacher.
The evidence from literature shows that teacher’s pedagogies and pedagogical
reasoning influences the use of ICT and students attainment. Teachers subject
knowledge and the way ICT is used in the lesson is influenced by the teachers’
knowledge of the subject matter and how ICT resources that related to a
particular topic, while other uses ICT to present the students work in an
innovative way without any direct application to the topic. This evidence shows
that when teachers use the knowledge of both the subject and the way students
understand the subject; their use of ICT has a more direct effect on their
attainment. The effect of the attainment is greater when students are
challenged to think and to question their own understanding either through
students using topic focused software on their own in pains on through a whole
class presentation.
Beita (2002) was of the view that, it is not yet dear from researchers whether
this result in technology is being used as a servant to reinforce existing teaching
approaches on as a partner to change the way teachers and students interact
with each other and with the task to be performed. Teachers need extensive
knowledge of ICT to be able to select the most appropriate resources and how to
in cooperate the use of ICT into their lesson.
Researchers and academicians conceptualization of pedagogy has change with
recent development, in our understanding of cognition and Meta cognition
Watkins and Mortimore (1997), many writers have also suggested that developments
in ICT provide very different learning opportunities and a need to design a new
integrated pedagogy has been identified (Cornu 1995) for example Mdouglitin and
Oliver (1999) defined pedagogical roles for teachers in a technological
supported classroom as including setting joint task, promoting student self
management, supporting Meta-cognitive, fostering multiple perspective and seat
folding learning. As assumption here is that the use of ICT is changing the
pedagogical roles of teachers and compelling rationale for using ICT in school
is, it’s potential to act as a catalyst in transforming the teaching and
learning process. The process described above will be necessary but the
decision and outcomes from these processes may be different as teacher’s
knowledge, beliefs and value change in line with attendances provides by new
technologies. A dynamic model for such a transforming pedagogy for ICT was
derived from the palm project (Samekh and Davies 1991). The authors identified
pedagogical change as the following types of progressive
a. Change from a view of teaching and learning as
discrete, complementary activities to an understanding that teaching and
learning are independent aspect of a single activity.
b. Change from a sequential to an organic
structuring of learning experience from individualized communicative learning,
from a view of the teachers roles as an organizer of learning activities to one
as a shape of quality learning experience.
c. Change from a pre-occupation with fitting
teaching a group of knowledge that teaching need to be suited to individuals.
d. Change from a view of the learning context as
confined to the classroom and controlled by the teacher to one of learning
context as a supportive interactive and whole school culture.
e. Change from a view of technology as either a
tutor or a tool to one where it is part of a complex of interactions with
learners sometimes providing ideas, some times providing resources for acquire
and sometime supporting creativity.
Another report by Ewoma
(2000) revealed that ICT made a relatively modest contribution to students
overall achievement in computer mainly because, in most situations, computer
based work was not sustained beyond a single lesson. The impact on standards
was more significant where students had regular access to relevant hardware.
When student used ICT well, there was a clean improvement in the presentation
of their work in the range of information they had to draw on in their capacity
to enter imaginatively into others situation (such as through virtual towns or
reading accounts of people personal dilemmas) and in their understanding and
analysis of key concepts.
Considering the view
above this study is designed to examine the perception of teachers on the use
of ICT in the teaching and learning of computer in senior secondary schools.
1.2 STATEMENT OF THE
STUDY
Presently, information
and communication technology (ICT) is the order of the day in the daily
management of most establishments and institutions. This is as a result of the
general need to improve on communication, which is a vital aspect of an
institution. The junior secondary schools and the higher institution are not
left out in this race for information and communication technology. This
research is focused on teacher’s perception on the use of information and
communication technology in the teaching and learning of computer in the senior
secondary schools.
1.3 PURPOSE OF THE STUDY
i. The purpose of this
research study is to find out the perception of the teachers on the use of ICT
in the teaching and learning of economics in the senior secondary schools in
Ovia North East Local Government Area of Edo State.
ii. To examine the
benefits of information and communication (ICT) to the teachers and the
students in secondary schools.
iii. Examine the factors
that hinder the use of information and communication technology in secondary
schools.
1.4 RESEARCH QUESTIONS
The research question
will help guide the study. The research study mainly focused on the following
question:
1. Does the perception of ICT differ between male
and female teachers?
2. Does the perception of ICT differ among teachers
based on experience?
3. Does the perception of ICT differ among
teachers with different educational qualifications?
1.5 SIGNIFICANCE OF THE
STUDY
This research
project investigates teacher’s perception on the use of information and
communication technology in the teaching and learning of computers in the
senior secondary schools in Ovia North East Local Government Area of Edo State.
It is the belief of the researcher that the outcome of this study will help the
teachers in secondary schools to develop positive attitude toward the use of
ICT in teaching and also this study will bring to lime light the diverse
benefits of using information and communication technology (ICT) in secondary
schools. This study will be appropriate for secondary schools teachers and it
is also believe as a recipe for policy making in reviewing existing rules
guiding the implementation of ICT in the senior secondary school.
1.6 SCOPE OF THE STUDY
This research investigates teacher’s perception on the use of ICT in the
teaching and learning of computer in the senior secondary school in Ovia North
East Local Government Area of Edo State. This study covers both public and
private schools.
1.8 DEFINITION OF TERMS
ICT: This is an anomy for Information and
Communication Technology.
Computer: This is an electronic device that accepts data
as input and processes it and brings it out as output on information.
Perception: This refers to an idea, a belief or an image you
have as a result of how you see or understand something.
Pedagogy: Teaching
Teaching Method: The methods which the teachers employ in the
classroom to impact knowledge e.g. demonstration method.
Department | Education |
Project ID Code | EDU0086 |
Chapters | 5 Chapters |
No of Pages | 67 pages |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
|
|
Contact Us On | +2347043069458 |