TABLE OF
CONTENTS
Title Page - - - - - - - - - i
Approval Page - - - - - - - - ii
Declaration - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgement - - - - - - - v
Abstract - - - - - - - - - vi
Table of Contents - - - - - - - vii
CHAPTER
ONE – INTRODUCTION
1.1 Background of the Study - - - - -
1.2 Statement of General Problem - - - -
1.3 Objective of the Study - - - - - -
1.4 Research Questions - - - - - -
1.5 Hypothesis
- - -
- - -
- - -
1.6 Significance of the Study - - - - -
1.7 Scope of the Study - - - - - -
1.8 Definition of Terms - - - - - -
CHAPTER
TWO – REVIEW OF RELATED LITERATURE
2.1 Introduction - - - - - - - - -
2.2 Definition of information communication technology- -
2.2 Parts of a
computer- - - - - - - - -
2.3 Brief history of
information communication technology and computers- - - - - - - - - - -
2.4 Advent of information communication
technology in Nigeria
- - - - - - - - - - - - -
2.5 Information
communication technology in education (ict)
-
2.6 Significance of
information communication technology- -
2.7 The roles of
information communication technology in the teaching - - - - - - - - -
- - -
2.8 Summary of
literature review- - - - - - -
CHAPTER
THREE – RESEARCH METHODOLOGY
3.1 Introduction - - - - - - - - -
3.2 Research Design - - - - - - - -
3.3 Area of the Study - - - - - - - -
3.4 Population of Study - - - - - - - -
3.5 Sample size and Sampling Techniques - - - - -
3.6 Instrument for Data Collection - - - - - -
3.7 Validity of the Instrument - - - - - - -
3.8 Reliability of the Instrument - - - - - -
3.9 Method of Data Collection - - - - - - -
3.10 Method of Data Analysis - - - - - - -
CHAPTER
FOUR – DATA PRESENTATION AND ANALYSIS
4.0 Introduction - - - - - - - - -
4.1 Data Presentation and Analysis - - - - - -
4.2 Characteristics of the Respondents - - - - -
4.3 Data Analysis - - - - - - - - -
4.4 Testing Hypothesis - - - - - - - -
4.5 Summary
of Findings - - - - - - - -
4.6 Discussion of Findings - - - - - - -
CHAPTER
FIVE – SUMMARY, CONCLUSION AND RECOMMENDATION
5.0 Introduction - - - - - - - - -
5.1 Summary - - - - - - - - - -
5.2 Conclusion - - - - - - - - - -
5.3 Recommendations - - - - - - - -
References
- - - - - - - - - -
Appendix - - - - - - - - - -
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.
REFERENCES
Davis,
N.E., &Tearle, P. (Eds.).(1999). A core curriculum for telematics in
teacher training. Available: www.ex.ac.uk/telematics.T3/corecurr/tteach98.htm
Dede “Learning with Technology”. Yearbook of the Association
for Supervision and Curriculum Development (Alexandria, VA: ASCD), 199-215,
1998
Drent, M., &Meelissen, M. “Which Factors Obstruct or
Stimulate Teacher Educators to Use ICT Innovatively?”. Journal of Computers
& Education, (ARTICLE IN PRESS), 2007
Forcheri, P. &Molfino, M. T. “ICT as a tool for learning
to learn”. Boston, MA: Kluwer Academic. pp 175-184, 2000
Grimus, M. “ICT and multimedia in the primary school”. Paper
presented at the 16th conference on educational uses of information and
communication technologies, Beijing, China, 2000
Jonassen, D.H., & Reeves, T.C. “Learning with
Technology: Using Computers as Cognitive Tools”. In D.H Jonassen (Ed.), Handbook of
research for educational communication and technology (pp. 693-719). New York:
Simon and Schuster, 1996
Kozma, R. B. “Designing and developing effective educational
software”: Lessons from the EDUCOM Award Winners. EDUCOM Annual Conference, San
Diego, CA, 1991
Pernia, E.E. (2008). Strategy Framework for Promoting ICT
Literacy.
Plomp, Tj., ten Brummelhis, A.C.A., &Rapmund, R.
“Teaching and Learning for the Future”. Report of the Committee on Multimedia
in Teacher Training (COMMITT). Den Haag: SDU, 1996
Yelland, N. “Teaching and learning with information and
communication technology (ICT) for numeracy in the early childhood and primary
year of schooling”. Australia: Department of Education, training and Youth
Affairs, 2001