SKILL DEVELOPMENT IN INFORMATION AND COMMUNICATION TECHNOLOGY IN NIGERIA CLASSROOMS. ( A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE.
SKILL, DEVELOPMENT, INFORMATI COMMUNICATI TECHNOLOGY, NIGERI CLASSROOMS CASE, STUDY, SOME, SELECTED, SECONDARY, SCHOOLS, ORE LOCAL, GOVERNMENT, ARE E STATE,
Skill Development In Information And Communication Technology In Nigeria Classrooms. ( A Case Study Of Some Selected Secondary Schools In Oredo Local Government Area Of Edo State., Abstract
--- The Purpose
Of This Study Was To Find Out Skills Development In Information- And
Communication Technology ...
of this study was to find out skills development in information and
communication technology of some selected secondary schools in Oredo Local
Government Area of Edo State:
used in the collection of data were the questionnaire, Oral interview and
personnel Assessment of visible I.C.T. facilities. A questionnaire
schedule was constructed and distributed to 100 respondents in secondary
schools within Oredo Local Government Area.
population was made up of 75males staffs and 25 female staffs.
collected were analysed and the result shows that most of the schools in Oredo
Local Government Area lack ICY facilities in teaching secondary
schools. It was also observed that lack of human skills and lack of
relevant software's has always jeopardised ICY applications in classroom. Based
on these findings, recommendation's were made on he following area:
Regular in - service course should be organised to train teachers in secondary
school within Oredo to improve on ICY skills and to enrich the industry of
education in the state.
Government agencies should provide the facilities necessary for teaching in
secondary schools, facilities such as computer sets, Television sets,
Radio/Video tape machines and internet facilities for all field of study.
Government on their part should try to provide ways of finging
solutions to solve problems resulting from lack of ICT facilities by giving
fund to assist secondary education so as to meet up with quest for
globalisation in Nigeria classroom
INTRODUCTION AND STATEMENT OF PROBLEM
1.2 Statement of problems
Assumption of study
Statement of Hypothesis
Significance/purpose of study
Delimitation/scope of study
Limitation of study
REVIEW OF RELATED LITERATURE
2.1 Skills needed to be developed in ICT
Uses of these skills in pedagogical situations
Obstacles/problems to the use of these skills
Anticipated functions of an ICT professionals.
3.1 Population of sample
Method of data collection
PRESENTATION AND ANALYSIS OF DATA
4.1 Frequency and percentage distribution
of respondents according to Sex, Age, Occupational Status, Qualification and
Frequency and percentage distribution of respondents among stated construction
on skills development.
Frequency and percentage distribution of respondents according to ICT
application in classrooms.
Frequency and percentage distribution of ICY facilities in schools.
INTRODUCTION AND STATEMTN OF PROBLEM
concern about skills development in information and communication technology in
Nigeria classroom stem from the fact that skills development in information and
communication technology in Nigeria classrooms have not received the attention
it deserved because modern life requires that the quality of education be
In the present day secondary schools, lack of skills in ICT has lead to the
problem the students are facing now. Information and communication
Technology, took its stand as an occupational technology as far back as
early sixties (1969s) in the development country particularly U.S.A.
Before this particular time, development of skills in these areas were not
given attention until the early eighties (1980s) and was recognised as
educational technology being an educational pursuit (River State University of
Science and Technology, faculty of Science and Technical Education, Department
of science and Technical Education S. W. and Dokubo A.; Dr Alice E. Asimi; Dr
Iroha Kalu Department of curriculum and Teaching, faculty of Education,
University of calabar, calabar and Benedict O. E. Ani main library, University
of calabar, calabar.
Information and communication Technology (ICT) consist of hardware, software,
networks, media for collection, virtual learning environment, internet Gateway,
storage, processing, transmission and presentation of information ( voice, data,
text and images).
suggested by world Bank (2002) The internet is a powerful tool for
improving the quality of a wide range of public service important for poverty
reduction, especially education and health.
Emphasis is laid on students in secondary schools in the Nigeria classroom who
lacks the latest technology and designed material skills in ICT to complete in
Information and communication Technology (ICT), Stand as a platform for
skills acquisition. This is based on the computer and Nigeria
telecommunication technology. It provides relevant knowledgeable
information in diverse field of study. Other skills development are
concerned with how to operate (D-ROM and 1. 44 floppy diskettes.
concepts, New products, and New ideas is produced everyday with the help
of skills development in information and communication Technology this
transforming the lives of students in the classroom and also industries as well
as business in the whole wide world.
The role of technology in teaching and learning is rapidly becoming one of the
most important and widely discussed issued in contemporary education policy
(Rosen and Well, 1995; Thierer, 2002),
Most expects in the field of education agreed that when properly used,
Information and communication technology hold great promise to improve teaching
and learning in addition to shaping workforce opportunities people (1996)
has indicated that computer illiteracy is now regarded as new illiteracy.
This has actually gingered a new and strong desire to equip schools with
computer facilities and qualified personal necessary to produce technological
proficient and efficient student in development countries of the world.
There is no doubt that computer can aid the instructional process and
facilities students learning in the Nigeria classroom. Many studies have
found positive effect associated with technology aided instruction (Burnelt, 1994,
and fitzgerald and warner, 1996).
STATEMENT OF PROBLEM
Skills development in ICT emanates from the urgent need for
greater efficiency in teaching/learning process in Nigeria classroom.
This has always been a matter of concern to many people who have stake in
education (Dwyer, 1996; Gibson 2001; Sambo; 2002). Improved efficiency is
necessary, if for no other reason than the increasing complexity of the
knowledge skills for survival itself.
The general increase in the awareness of the importance of
education to a successful life has intensified certain problems in the Nigeria
education science of today. However, the world Bank report (2002) reveals
that Nigeria has been identified as one of the poorest countries in the world,
with a high rate of youths unemployment, as a result of low level of ICT skills
development in the modern Orientated society and this is a global
problem. From the skills identified, only handling of text and images,
sound and music, storing and retrieving have been a little bit studied.
This simply means that for students to develop skills in ICT there must be
great interest on their part in this study.
Nigeria ranks among countries with low level of ICT skills
adoption. The area they are lacking include fixedline and mobile
telephones per 1000 people -5, personal computers per 100 people - 6.6;
Internet users per thousand- 200 as compared to south African with the
following figures 304, 61.8 and 2, 400 respectively. The outcome of such
skills that has been studied before will definitely aid in teaching -
learning-learning situations especially sorting or retrieving answers of
difficult assignment in the website relating to the study.
The problem is to make available learning situation with many
flexibility for each student in the classroom in other to help them develop
different skills, and to make adjustment suited to his/her individual needs.
All races, All faith and all parts of the Nigeria classrooms have
not well developed ICT skills. Little wonder, that this matter has become
a focus of concern or all educators. What has been lacking is a plan for
action that should be taking into consideration those certain factors that tend
to control and make the learning environment a serious place in the Nigeria
classrooms. Some of these factors are the realities of providing a means
of financing school and to make construction, the capabilities and training of
present teachers. These problems of ICT skills development in the Nigeria
classroom provided a number of logical questions been argued in the mind:
The questions are as follows below:
How can a science teacher provided effective instruction for a class of fourty
(40) who have a wide range of abilities, interests and needs?
As large variety of ICT is given in our disposal ''should they be taught how to
locate, retrieve, analyse, use, and store information?
Most educationalists feels that the solution for students
/individual differences in the classroom lies in the individualisation of
instruction ( moore and moore 1983; Honey et al; 1999). Again the world
Bank report (2002) has shown that there exists a correlation between IT and
Hence, the role of the ICT use and adequate skills development in
Nigeria classrooms and on Nigeria economy is an attempt to match Nigeria to the
community of producing competent teachers and students, and been a rich nation
cannot therefore be overemphasised.
Report from N.T.A News reviews that ICT skills had not well
developed in he Nigeria classrooms and that this is a globalisation problem
caused by teachers who are not competent enough in their field of study so as
such they cannot impact knowledgeable skills to information to the
students. Correspondents suggested that programmes should be hold to
develop these ICT skills and that the skills to be develop in ICT is the
digital parts of the internet to facilitate information (Newsline, 2006) 17th September. Other impediments
to skills accusation in ICT are (1) Cost (2) Weak Infrastructure (3) Lack
of skills (4) Lack of relevant software and limited access to the internet
would be explained in further details.
Hence, is this study emphasis would be laid on skills development
in information and communication technology in Nigeria classroom. The
teacher is seen to have constitute greater problems in teaching and learning as
a result of lack of ICT skill training. And also is this study, emphasis
would be placed on secondary schools in Oredo Local Government Area of Edo
State. Here we are going to discuss ICT skills that have been studied
before, their outcome, if anybody has made skills acquisition in the area, and
if such remark has logically subjected to a study? This and many more
will be discussed in this research work.
ASSUMPTION OF STUDY
The following assumptions were drawn up to determine the problems
of skills development in information and communication technology in Nigeria
Lack of skills or communication link between the teachers and the students in
Lack of relevant software and limited access to the internet.
STATEMENT OF HYPOTHESES
For a more, easy and comprehensive research work, the following
hypothesis would help the researcher in doing a good and successive work:
Does lack of skills link between teaches and students causes problems in skills
development in ICT?
Does lack of communication link between teachers and students causes problems
in ICT skills development?
Does lack of relevant software, and limited access to the internet to Nigeria
education system, in short supply?
Is cost responsible for lack of the infrastructures in he classrooms?
Does weak infrastructure a formidable obstacle to the use of ICT?
PURPOSE/SIGNIFICANCE OF STUDY
At the completion of this research work, it is of great importance
to note that various communities, towns, states, and Nigeria in general will
find the result of this research work to be beneficial to great and marvellous
extent, as this research work would play an essential rule in the task of
educational standard, growth and development in secondary schools.
The results from this research work will also provide an ample
opportunity for teachers to be aware of what role they must play in other to
help students acquire knowledgeable information about one study.
Again student's in secondary schools will be aware of the
importance of computer and other devices in teaching and learning and how they
can benefit from it.
The research work will also provide an ample opportunity for
the researcher and other readers to obtain a first hand and high degree
of information as to skills development and communication technology in
secondary schools in Edo State.
SCOPE OF THE STUDY SCOPE
researcher work is design to determine skills development in information and
communication technologies in classrooms. It seeks to sought the skills
needed to be developed, opinion from correspondents particularly teachers in
selected schools, problems of the study and their actions on educational
simple and clear research study, this work should be limited to secondary
schools within Oredo Local Government Area of Edo State, Nigeria.
various work of life or resource persons and their response would be treated
with strict secrecy, use of skills in pedagogical situation would also be
investigated and we would also see if these developed skills would help in global
combativeness in Nigerian and the classroom environment.
Secondary schools involved are as follows below:
Evbuotubu Secondary School South East in Oredo Local Government Area, Edo State.
Asoro Secondary School South East in Oredo Local Government Area, Edo State.
Emotan College South West in Oredo Local Government Area, Edo State.
Adolor College South West in Oredo Local Government Area, Edo State.
Oba Akenzuwa Secondary School South West in Oredo Local Government Area, Edo
Integrity National High School KM 4 in Oredo Local Government Area, Edo State.
Idia College South West in Oredo Local Government Area, Edo State.
Anglican Girls Grammar School South in Oredo Local Government Area, Edo State.
Itohan Girls Grammar School South in Oredo Local Government Area, Edo State.
Greater tomorrow and World of Faith Secondary South East in Oredo Local
Government Area, Edo State.
In private secondary like greater tomorrow and world of faith
secondary both tin South East in Oredo Local Government Area, Edo State.
When I visited, personal interview with teachers were held and I was also
opportune to see their computer room, and other devices. ICT
technology is more in these school and efficient due to the following reasons:
first financial capacity for purchasing pore is greater when compare to
After much research in these school about skills development in
ICT, I observed that every students has a great assess to each computer.
Secondly, there are much skillful and well trained computer wizard
teaching/passing the knowledge of ICT skills to the students. In both
schools, students learning capacity is faster because about 60-70 percent of
them uses computer and other ICT facilities at home as well as in school making
them to be more informed in all areas of education. The opposite is the
government secondary school where the teachers complained of lack of ICT
facilities due to lack of fund, no project implemented by the government
to facilitate ICT technological programmes, Insecurity of these facilities,
lack of electricity in school premises. In government secondary school,
Evbuotubu to be precise there's no skilled or good computer wizard that can
pass information Example: (Computer study) to students because the school
cannot afford to pay for their salaries thereby depriving the students to know
more about ICT skills acquisition.
The private secondary schools have very rich standard in ICT
education while the reverse is the case in government secondary school.
Insecurity and purchase of these facilities is another problems too in the
TERMS AND CONDITIONS APPLY
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