CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The Our present 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 improved. In the present day secondary schools, lack of skills in ICT has led 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). As 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 global economy. 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 New 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).
1.2 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:
(1) How can a science teacher provided effective instruction for a class of fourty (40) who have a wide range of abilities, interests and needs?
(2) 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 national prosperity.
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.
1.3 ASSUMPTION OF STUDY
The following assumptions were drawn up to determine the problems of skills development in information and communication technology in Nigeria classrooms.
Lack of skills or communication link between the teachers and the students in the classrooms
Lack of relevant software and limited access to the internet.
Cost
Weak Infrastructure.