EFFECTIVENESS OF INFORMATION COMMUNICATION TECHNOLOGY ON TEACHING AND LEARNING, CASE STUDY ON BASIC TECHNOLOGY
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Nigeria like other developing countries
is still in the initial stages of integrating ICT in teaching and learning
process in the education sector. Though it is limited by a number of barriers,
there are many factors influencing the use of ICT to make teaching and learning
effective in schools of learning in Nigeria. ICT is an electronic means of
capturing, processing, storing, communicating information. The use of ICT in
the classroom teaching and learning is very important for it provides
opportunities for teachers and students to operate, store, manipulate, and
retrieve information, encourage independent and active learning, and
self-responsibility for learning such as distance learning, motivate teachers
and students to continue using learning outside school hours, plan and prepare
lessons and design materials such as course content delivery and facilitate
sharing of resources, expertise and advice. This versatile instrument has the
capability not only of engaging students in instructional activities to
increase their learning, but of helping them to solve complex problems to enhance
their cognitive skills (Jonnasen & Reeves, 1996). Pernia (2008) defines ICT
as technologies used to communicate in order to create, manage and distribute
information. She adds that a broad definition of ICTs includes computers, the
internet, telephone, television, radio and audio-visual equipment. She further
explains that ICT is any device and application used to access, manage,
integrate, evaluate, create and communicate information and knowledge. Digital
technology is included in this definition as services and applications used for
communication and information processing functions associated with these
devices.
Generally, three objectives are
distinguished for the use of ICT in education (Plomp et al, 1996):
(i)
The use of ICT as object of study; refers to learning about
ICT, which enables students to use ICT in their daily life.
(ii)
The use of ICT as aspect of discipline or profession; refers
to the development of ICT skills for professional or vocational purposes.
(iii)
(iii) The use of ICT as medium for teaching and learning;
focuses on the use of ICT for the enhancement of the teaching and learning
process Drent & Meelissen, 2007).
It
is a fact that teachers are at the centre of curriculum change and they control
the teaching and learning process. Therefore, they must be able to prepare
young people for the society in which the competency to use ICT to acquire and
process information is very important.
Several
studies argue that the use of new technologies in the classroom is essential
for providing opportunities for students to learn to operate in an information
age. It is evident, Yelland (2001) as argued that traditional educational
environments do not seem to be suitable for preparing learners to function or
be productive in the workplaces of today’s society. She claimed that
organizations that do not incorporate the use of new technologies in
institutions cannot seriously claim to prepare their students for life in the
twenty-first century. This argument is supported by Grimus [2000], who pointed
out that “by teaching ICT skills in educational institutions the students are
prepared to face future developments based on proper understanding” (p. 362).
ICT originally is applied to serve as a means
of improving efficiency in the educational process . Furthermore, it has been
shown that the use of ICT in education can help improve memory retention,
increase motivation and generally deepens understanding [Dede, 1998)]. ICT can
also be used to promote collaborative learning, including role playing, group
problem solving activities and articulated projects [Forcheri & Molfino,
2000]. ICT allow the establishment of rich networks of interconnections and
relations between individuals. Some authors maintain that technology has the
power to change the ways students learn and professors teach [Kozma, 1999]. However,
the effectiveness of ICT despite all the accrued benefits needs proper studies
especially in developing countries like Nigeria where a lot of factors is still
militating against the use of ICT.
1.2 STATEMENT OF THE PROBLEM
Basic Technology as a subject has
been affected by ICTs, which have undoubtedly affected the teaching and
learning of the subject (Yusuf, 2005). A great deal of research has proven the
benefits to the quality of teaching and learning (Al-Ansari, 2006). ICTs have
the potential to innovate, accelerate, enrich, and deepen skills, to motivate
and engage students, to help relate school experience to work practices, create
economic viability for tomorrow’s workers, as well as strengthening teaching and
helping schools change (Davis and Tearle, 1999;). However, this research will examine
the effectiveness of ICT on teaching and learning Basic Technology.
1.3 OBJECTIVES OF THE STUDY
The
following are the objectives of this study:
(i)
To ascertain the
level of ICT use on teaching and learning Basic Technology
(ii)
To examine the
effectiveness of ICT on teaching and learning of Basic Technology.
(iii)
To identify the
factors limiting the use of ICT in teaching and learning Basic Technology.
1.4 RESEARCH
QUESTIONS
(i)
What is the level of
ICT use on teaching and learning Basic Technology?
(ii)
What is the
effectiveness of ICT on teaching and learning of Basic Technology?
(iii)
What are the factors
limiting the use of ICT in teaching and learning Basic Technology?
1.5 HYPOTHESIS
HO:
ICT use is not effective on teaching and learning of Basic Technology.
HA:
ICT use is effective on teaching and learning of Basic Technology.
1.6 SIGNIFICANCE OF THE STUDY
The significance of the study is
centered on the students, teachers, educational planner, administrators,
government and the general public. There
are a lot of benefits to derive on the effective use of ICT in teaching and
learning of Basic Technology.
The findings of the study will encourage
teachers and students to develop skills and competencies in ICT technologies
for teaching and learning in schools.
Curriculum planners will be made to
design curriculum that will implement effective approaches to ICT technology
driven education at the 21st century in schools syllabus contents which
will improve students’ skills and competencies for employability and self
sustainability.
The study will provide improved
performance in terms of teaching and learning abilities of teachers and. It
will also promote conveniences and flexibility of students through self paced
and time, as well as increased access to best quality instructors through sharing
of knowledge across borders, via online internet connectivity.
Scope
of the Study
The scope of this study is on the evaluation
of the use of ICT materials in schools with a view of determining if it is
effective for teaching and learning Basic technology. Therefore, the study will
cover the secondary schools in Edo State while the teacher and students of
senior secondary schools will be involved in determining the effectiveness of
ICT on teaching and learning of Basic Technology.
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