CHAPTER ONE
INTRODUCTION
1.1 Background of the study
According to Daniels (2002) ICTs have become
within a very short time, one of the basic building blocks of modern society.
Many countries now regard understanding ICT and mastering the basic skills and
concepts of ICT as part of the core of education, alongside reading, writing
and numeracy. However, there appears to be a misconception that ICTs generally
refers to ‘computers and computing related activities’. This is fortunately not
the case, although computers and their application play a significant role in
modern information management, other technologies and/or systems also comprise
of the phenomenon that is commonly regarded as ICTs. Pelgrum and Law (2003)
state that near the end of the 1980s, the term ‘computers’ was replaced by ‘IT’
(information technology) signifying a shift of focus from computing technology
to the capacity to store and retrieve information. This was followed by the
introduction of the term ‘ICT’ (information and communication technology)
around 1992, when e-mail started to become available to the general public
(Pelgrum, W.J., Law, N., 2003). According to a United Nations report (1999)
ICTs cover Internet service provision, telecommunications equipment and
services, information technology equipment and services, media and broadcasting,
libraries and documentation centers, commercial information providers,
network-based information services, and other related information and
communication activities.
The field of education has been affected by ICTs,
which have undoubtedly affected teaching, learning, and research (Yusuf, 2005).
A great deal of research has proven the benefits to the quality of education
(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; Lemke and Coughlin, 1998; cited by Yusuf, 2005).As Jhurree (2005) states,
much has been said and reported about the impact of technology, especially
computers, in education.
1.2 Statement
of the problem
A majority of educational administrators perceive
ICT to offer advantages to school management but many also struggle to see
specific benefits and methods for use. A number of studies have identified
these contrasting perceptions from educational administrators.
(Korte&Hüsing 2007, Balanskat et al 2006, Becta 2008). In an EU Schoolnet
(2010) pre-pilot educational administrators survey on usage of Acer netbooks
involving 6 countries, a significant majority of educational administrators
agreed that netbook use impacted positively on learning, allowed for personalized
learning and helped to extend learning beyond the school day. However, other
research suggests that a significant minority of teachers do not see
considerable learning benefits for students from ICT, regardless of the
sophistication of their ICT systems. The Empirical survey found that a fifth of
European teachers felt that using computers in class did not have ‘significant
learning benefits for pupils’ (Korte&Hüsing 2007)1 . A survey of UK
teachers also showed that educational administrators’ positivity about the
possible contributions of ICT was moderated as they became ‘rather more
ambivalent and sometimes doubtful’ about ‘specific, current advantages’ (Becta
2008, p45).
1.3 Objectives
of the Study
1. To know the level of
ICT use for educational purposes by educational administrators.
2. To analyze the
attitudes among educational administrators, towards the use of ICT for
educational purposes.
3.
To determine the significant relationship betweeneducational administrators’
level of ICT use and their attitudes towards ICT.
1.4 Research Questions
1)
What is the level of ICT use for educational purposes by educational
administrators?
2)
What are the attitudes among educational administrators,towards the use of ICT
for educational purposes?
3)
Is there a significant relationship betweeneducational administrators’level of
ICT use and their attitudes towards ICT?
1.5 Research Hypotheses
Ho:
There is no significant relationship betweeneducational
administrators’ level of ICT use and their attitudes towards ICT.
Hi:
There is significant relationship betweeneducational
administrators’ level of ICT use and their attitudes towards ICT.
1.6 Significance of the study
The purpose of this article is to share with the
readers the findings of a study conducted to investigate the level of ICT use
among educational
administrators. Also, this study
seeks to investigate the attitudes of educational
administrators towards the use of
ICT for educational purposes. Technology is now at the threshold of its
maturity within all the sectors. An overview of the research in the value of
using ICTs in management of school process shows that the utilization of ICT
will have a major influence on the management of school process. On other
words, ICTs had proved to be an effective tools for educational purposes,
although it has extend and transformed the way students learn and teachers
teach. This research will serve as a pivot for other researchers that may want
to research on this topic.
1.7 Scope/Limitations of the study
This
study concerned withthe attitude of educational administrators to ICT usage in
secondary school management using ikorodu comprehensive college Lagos as the
case study.
Limitations of study
1.
Financial constraint- Insufficient fund tends to impede the
efficiency of the researcher in sourcing for the relevant materials, literature
or information and in the process of data collection (internet, questionnaire
and interview).
2.
Time constraint- The researcher will simultaneously
engage in this study with other academic work. This consequently will cut down
on the time devoted for the research work.
1.8 Definition
of terms
Attitude:is an
expression of favor or disfavor toward a person, place, thing, or event.
Educational
Administrators:Are employed in universities and
colleges, schools, preschools, and daycare centers. They manage routine
activities and provide instructional leadership at these institutions.
Information
and Communication Technology:Is an umbrella term that includes any communication
device or application, encompassing: radio, television, cellular phones,
computer and network hardware and software, satellite systems and so on, as
well as the various services and applications.