ASSESSING THE COMPETENCY LEVEL OF INFORMATION AND COMMUNICATION TECHNOLOGY (I.C.T.) USE AMONG SECONDARY SCHOOL TEACHERS

ASSESSING THE COMPETENCY LEVEL OF INFORMATION AND COMMUNICATION TECHNOLOGY (I.C.T.) USE AMONG SECONDARY SCHOOL TEACHERS WITHIN ALIMOSHO LOCAL GOVERNMENT AREA OF LAGOS STATE

ABSTRACT

The 21st century has been characterized by un-precedent changes in Educational culture occasioned by rapid developments in information and communication technology (I.C.T.). Hence the research on assessing the competency level of information and communication technology(i.c.t) use among secondary school teachers. These developments have impacted immensely on school system but are yet to take firm footholds in Teacher Education in Nigeria. Although new technologies are rapidly evolving globally, findings have revealed that many Nigerian Teachers have been unable to find effective ways to use Technology in the classroom or in any other aspect of their teaching and learning life. Data were collected from the respondents through the use of questionnaire which consists of two sections; section A deals with respondents personal, information while section B consists of Twenty (20) items which was drawn from the hypothesis. The data collected from the respondents were coded and tabulated for statistics analysis, the statistic tools of simple percentage and chi-square were employed. In conclusion, various recommendations were suggested on the competence level of ICT use among secondary school teachers within Alimosho Local Government Area of Lagos State.

 

TABLE OF CONTENT

PAGES

Title Page                                                                         i

Certification                                                                     ii

Dedication                                                                       iii

Acknowledgement                                                            iv

Abstract                                                                           vi

Table of Content                                                              vii

 

CHAPTER ONE:        

INTRODUCTION

  • Background of the study         1
  • Statement of the problem         5
  • Purpose of the Study         6
  • Research Question         6
  • Research Hypothesis                                                        6
  • Significance of the study                 7
  • Delimitation of the Study                                                8
  • Limitation of the Study                                            8
  • Definition of Operational terms         9

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1   Introduction                                                             11

2.2   General concept of (I.C.T.)                                                12

2.3   The Concept of Teaching                                         14

2.4   General Characteristics of an Effective Teaching     17

2.5   The Impact of I.C.T. on Learning                              20

2.6   The Impact of I.C.T. on Teaching                             22

2.7   Teacher’s I.C.T. Material Utilization Competencies  20

2.8   I.C.T. Teaching Tools                                                       22

2.9   Issues in the Limitation of the use of

I.C.T. in Education                                                  32

2.10 Advantages and Disadvantages of I.C.T.

in Education                                                            35

2.11 I.C.T. Goals and Objectives in Education                 37

2.12 I.C.T. Integration in Teacher Training Institution     38

 

 

CHAPTER THREE: 

RESEARCH METHODOLOGY

3.0   Research Design                                                      45

3.2  Population of the Study                                           46

3.3  Sampling and Sampling Techniques                               46

3.4  Research Instrument                                               47

3.5  Research Validity                                                     47

3.6  Research Reliability                                                 48

3.7  Procedure for Data Collection                                  48

3.8   Procedure for Data Analysis                                     48

 

CHAPTER FOUR

ANALYSIS OF DATA, PRESENTATION AND

INTERPRETATION OF DATA

4.0   Introduction                                                             50

4.1   Demographic Data Analysis                                     50

4.2   Analysis of Research Questions and

Presentation of Results                                            53

4.3   Discussion of Findings                                            58

 

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1   Summary                                                                 59

5.2   Conclusions                                                             60

5.3   Recommendations                                                   61

References                                                               65

Appendix                                                                 67

 

 

CHAPTER ONE

CHAPTER ONE

  • BACKGROUND TO THE STUDY

The importance of Information and Communication Technology (I.C.T.) in most human endeavors cannot be underestimated. It is very useful in Science, Mathematical and Technological activities and as well as Commerce, Economics, Education and even Humanities. It is a significant research area for many scholars around the world. Their nature has changed the face of Education over the last few decades.

Information and Communication Technology (I.C.T.) are information handling tools that are used to produce, store, and process, distribute and exchange information. These different tools are now able to work together and combine to form a networked world which reaches into every corner of the globe. Information and Communication and Technology (I.C.T.) is an electronic based system of information transmission, reception, processing and retrieval, which has drastically changed the way we think, the way we live and the environment which we live. It can be used to access global knowledge and communication with other people (Ogunsola, 2005). Information and communication technology (I.C.T.) includes diverse set of technological tools and resources used to communicate, and to create, disseminate, store and manage information. It encompasses network facilities, technology for broadcasting information medium for recording information, application software.

A technically competent teacher is a teacher that can carry out some computer related responsibilities which may: evaluating and using computers and related I.C.T. tools for instructions, applying current instructional principles, research and appropriate assessment practices to the use of I.C.T., evaluating educational software, creating computer based presentations. Other may include, searching the internet for resources, integrating information and communication technology (I.C.T.0 tools into students activities across the curriculum, creating multi-media content to support instruction, creating hyper-text documents to support instruction and always keep up to date as far as I.C.T. is concerned.

Teachers like any other professionals workers need essential tools to do their work effectively. Nevertheless, teachers planning effective teaching activities will be easier, less time consuming and often vastly expanded in potential scope when teachers know precisely what type of information and communication technology (I.C.T.) tools available to them and when to draw on them to affect their teaching ability.

However, the use of Information and Communication Technology (I.C.T.) in the Education process has been divided into two (2) broad categories: ICT’S for education and ICT’S in education. ICT’s for education connotes the development of Information and Communication Technology (I.C.T.) specifically for teaching/learning process, while the ICT’s in education involves the adoption of general components of Information and Communication Technology (I.C.T.) in teaching/learning process. Many teachers use Information and Communication Technology (I.C.T) to support traditional learning methods. For example, information retrieval in which students is passive learner of knowledge instead of active producer able to take part in the learning process.

The demand for computer (ICT) is increasing in Nigeria because teachers realize that computers and other Information and Communication Technology (I.C.T.) facilities can enhance efficiency. On the hand, teachers have also realized that computer can be a threat to their professional jobs and the only way to enhance job security is to become computer literate. With the high demand for computer literacy, the learning of these skills is a concern among teachers. It is no longer sufficient for teachers to pass on content knowledge; they must encourage higher levels of cognitive skills, promote information literacy and nurture collaborative working practices.

Generally, however, the educational relevance of computers and other components of Information and Communication Technology (I.C.T.) cannot be over emphasized. Reference can be made to the period when Skinner applied programmed instructions to teaching machines through Brunners experiment with computer instruction to the current wave of information transmission and exchange via the World Wide Web; we have seen different application of ICT in enhancing cognitive development. The pedagogical application of ICT according to Olakulehin (2007) is concerened with the development of skills and attitude related to effective application of Information and Communication Technology (ICT) by Teachers.

Teaching through the effective pplication of Information and Communication Technology (ICT) has the advantage of heightening motivation, helping recall previous learning, providing systematic and steady feedback, facilitating appropriate practice, sequencing learning appropriately, and providing a viable source of information for enhanced learning. Teachers who use this system of instructional strategy in ICT would be able to rekindle in the heart of the learners a desirable attitude towards Information and Communication Technology (ICT) tools all their way of life.

1.1     STATEMENT OF THE PROBLEM   

Taking a cursory look at teachers in secondary schools in Alimosho local Government area of Lagos state, one could notice that most of the teachers in private and public schools do not employ the use of Information and Communication Technology (ICT) tools in their teaching process. Lack of knowledge and the integration of standard ICT facilities dully inform the lapses.

This study will therefore try to assess the competence level of Information and Communication Technology (ICT) use among secondary school teachers within Alimosho Local Government Area of Lagos State.

1.2   PURPOSE OF THE STUDY                 

The main purpose of the study is to assess the competence level of Information and Communication Technology (ICT) use among secondary school teachers within Alimosho Local Government Area of Lagos State

1.3   RESEARCH QUESTIONS       

  1. Will participation in seminars and trainings inb Information and Communication Technology (ICT) lead to the realization of ICT competence level in secondary school teachers?
  2. Will the integration of Information and Communication Technology (ICT) in teaching significantly arouse the interest of students towards teaching?
  3. Will the introduction of Information and Communication Technology (ICT) as a core course in curriculums of teachers training institutions lead to the actualization of ICT competence in secondary school teachers?

1.4   RESEARCH HYPOTHESIS

Ho1Participation in seminars and training in Information and Communication Technology (ICT)      will not significantly lead to the realization of Information and Communication Technology ( ICT)competence among secondary school teachers within Alimosho Local Government Area of Lagos State.

Ho2:    Integration of Information and Communication Technology (ICT) in teaching will not significantly arouse the interest of students towards teaching.

Ho3:    The introduction of Information and Communication Technology (ICT) teacher training institution as a core course will not lead to the actualization of ICT competence among secondary school teachers within Alimosho Local Government Area Of Lagos State.

1.5   SIGNIFICANCE OF THE STUDY

        This study is important and relevant because the end result will enable curriculum planner, school management, society and education board at all level and the government to put into consideration the impact of ICT on teaching and to also put into place policies that will help integrate ICT fully into education.

It is also believed that the finding of this study will motivate teachers in improving their mode of instructions by applying a high degree of ICT in teaching.

 

1.6   DELIMITATION OF THE STUDY

This study has been delimited to the following:

  • Male and female teachers of secondary schools within Alimosho Local Government Area of Lagos State
  • Respondents consisting of teachers from both public and private secondary schools within Alimosho Local Government Area of Lagos State.

1.7   LIMITATIONS OF THE STUDY

        Some of the limitations encountered during the course of this research work include:

  • TIME: Some of the questionnaire may not be retrieved on time. Respondents may not make themselves available at the said time.
  • FINANCES: The main limitation of the study is finance .Thus, this study was only limited to Alimosho Local Government Area of Lagos State because of the finance involved in getting the materials, contacting the respondents and carrying the research.
  • DISTANCE:      Considering the distance involved, the research was limited to only one Local Government; Alimosho.
  • TRANSPORTATION: The stress of going round the state to gather the information on this research work was also put into consideration. Thus, this study was limited to Alimosho Local Government Area of Lagos State.

1.8   DEFINITION OF OPERATIONAL TERMS

ASSESSING:    Investigating or looking deep into something. Having knowledge of a field due to investigations.

COMPETENCE: Degree of expertise or ability of someone in something.

ICT: Diverse set of technological tools and resources which is used to communicate, create disseminate, store and manage information

USE: The ability to put into practice or utilize something

TEACHER: A highly qualified and experienced someone who provide educational services to students or group of students.

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