A CRITICAL ANALYSIS OF THE UTILIZATION OF ICT RESOURCES IN THE TEACHING AND LEARNING PROCESS

A CRITICAL ANALYSIS OF THE UTILIZATION OF ICT RESOURCES IN THE TEACHING AND LEARNING PROCESS  (A CASE STUDY OF SCHOOLS IN OJO LOCAL GOVERNMENT)

TABLE OF CONTENT

 

Title Page                                                                                  i

Certification                                                                               ii

Dedication                                                                                 iii

Acknowledgement                                                                      iv

Table of Content                                                                        v

Abstract                                                                                    viii

 

Chapter One

1.0   Introduction                                                                      1

1.1   Background to the study                                                     1

1.2   Statement of the Problem                                                   4

1.3   Purpose of the Study                                                          4

1.4   Research questions                                                            5

1.5   Research Hypothesis                                                          5

1.6   Significance of the Study                                                    6

1.7   Limitation of the Study                                                       6

1.8   Definition of Terms                                                             6

 

Chapter Two

2.0   Literature Review                                                               8

• Concept of ICT in teaching and learning process 8
• Application of ICT in Educational setting 12
• ICT in Educational Setting 14
• Involvement of computer in ICT teaching and

learning process                                                                 16

• The importance of usage of ICT application in record

keeping in education setting                                               17

 

Chapter Three

3.0   Research Methodology                                                        23

3.1   Research Design                                                                23

3.3   Research Population                                                           23

3.4   Sample and Sampling Technique                                        23

3.5   Research Instrument                                                          24

3.6   Method of Data Analysis                                                    24

 

Chapter Four

4.0   Presentation and Analysis of Data                                        25

4.1   Testing of Hypotheses                                                        25

4.2   Discussion of Result                                                           36

 

Chapter Five

5.0   Summary, Conclusion and Recommendation                        37

5.1   Summary                                                                          37

5.2   Conclusion                                                                         38

5.3   Recommendation                                                               39

References                                                                        41

Appendix                                                                           42

 

 

ABSTRACT

This study investigated into the problems and the use of ICT resources in teaching and learning process. This chapter describes the design and the method used in the study of the problem and the use of ICT resources.The design used is a descriptive research design. And the target population of the study includes everyone who uses ICT resources.In addition, the sampling includes 30 members divided into 10 each, the research instrument used for this research project involved a questionnaire used to gather information from the respondents. Recommendations were also made alter the analyzing the data to see the areas that are very essential to upgrade in making ICT effective in teaching and learn of Biology in secondary schools.

 

 

CHAPTER ONE

 

1.0   INTRODUCTION

 

1.1   BACKGROUND OF THE STUDY

The genealogy of computer as an electronic gadget, information and communication technologies started in the seventies by Charles Babbage, who first designed a mechanical calculating machine information and, communication technology is a wide area of specialization which ranges from the manually operated to the mechanical and electronically operated such as land phones, artificial intelligence e.g. robot, games, total, stations, G1S (Geographical Information System).

 

All these are resources gadget or Information and Communication Technology (ICT) which is a set or processed data that can be manipulated by the aid aforementioned gadget. All of these devices use data and information. It almost impossible to imagine what information and communication technology will be like the end of the century. We have seen how these advances are about hanging our ideas about traditional education and distance education. Advances in information and communication technology will mean an enormous increase in the amount of information to our students as they study their different professions and as they move into the work place. But this must not be the limit of our expectation, if we wish to provide our students with a quality education especially in “Biology” we consider more than more transmission of information and facts must take amount of what the educational researches tells us about learning; that students learn best by building on pre-existing knowledge active learning, learning with understanding and adopting a meta-cognitive approach, unfortunately the wide spread uptake of educational research is much slower than that of technology. Students in Information and Communication Technology (ICT) supported courses regularly report work load problems indicating a need for study time planning.

 

According to Open University in Britain (1994) the golden rules for the implementation of information and communication technology, teaching and learning are sued appropriately, media use the right balance and provide students with active learning opportunities that are efficient and enjoyable in a supportive environment.

 

Taylor (2001) asserted that today, we say we live in a global village as event in every part or the world can be connected and reported at anytime from anywhere, yet the world is continuously changing that the question to ask is, do’ we have the resources to interact with in place? Do we have training required to participate? Have we resolved to turn mentally to the new approach for learning and practicing in order? Is storage enough that here in our communities education industry is about the least in the application or new technology on the job. Reasons for this short coming has always been placed on poor and deficient budgeting on education, this cannot afford the relatively expensive new technologies.

 

No adequate provision for launch and re-orientation training for teachers to use new technologies.Sustaining the mentality that the new technology will send them out of job or change their role.

 

Herrmann (1977) opined that it is highly detective to have ourselves and our community waiting behind which the rest of the world keep moving at exponential rate on facilities from education and training with persistent changes in designs, production and utilization of the new real and imagined technology presentation and publications are major rates for academic and professional / exhibitions and display, they serve as convenient part from the crusade and for demonstrations on the new technologies for teaching and learning.

 

Virtually every form and field of interaction today involves the Information and Communication Technology (ICT). The exponential growths in the ICT networks have been by its speed accuracy and versatility in delivery and exchange of data messages from variety or uses. The concept of Information and Communication Technology (ICT) involves Facilities and trends, its Facilities include; computer systems (connectivity peripherals) gateway, communication system and management methodology, while its trends include globalization and liberalization. Globalization collapses boundaries and walls between a people or a place teaching with revolting ICT Resources and methodology is thus regarded as teaching in classroom without walls, proceed of which led to horizon teaching technologies (including expert systems) virtual reality, pod casting Integrated Learning System (ILS) intensive sharing co-operation and openness characterize liberalization as a trend.

 

1.2   STATEMENT OF THE STUDY

With the involvement of people, most especially Biology students in the use of information and communication technology (ICT) in the state, there exists some problem concerning the ICT world in teaching and learning process. Some of the problems or the ICT are: very difficult to operate, very expensive, the communication is made public (no secret), it has problem of health optimal and problem of interference.

Therefore this research work focuses on the problem and the use of information and communication technology resources in teaching and learning process Biology.

 

1.3   PURPOSE OF THE STUDY

The purpose of this study can therefore be summarized as follows:

• To find out the problem of information and communication technology for the teaching and learning of Biology.
• To find out the uses of information and communication technology in teaching and learning of Biology.

1.4   RESEARCH QUESTIONS

• Is there any significant difference between the government and non-governmental involvement in operating ICT in the state?
• Is there any significant relationship between the use of ICT and learning rate of Biology students?
• Is there any significant relationship between the use of ICT and rate of information acquired by Biology students?

1.5   RESEARCH HYPOTHESIS

• There is no significant different between the government and non-government involvement in operating ICT in secondary schools.
• There is no significant relationship between the use of ICT resources and learning system of Biology student.
• There is no significant relationship between the rates of information acquired by Biology and the use of ICT in teaching and learning.

1.6   SIGNIFICANCE OF THE STUDY

This study focuses on the problem and the use of information and communication technology resources in the teaching of Biology and the result of this study will assist science students, school administrators, pubic curriculum planner, parents etc on how t identity and tackle the problem or information and communication technology resources.

 

This study will also assist the students and teachers to know the uses or importance of information and communication technology and enable them to know how it can be applied in the school system. It will also throw more light to the curriculum planners on how the curriculum will be changed in other to suit the academic performance of the students.

 

1.7   THE LIMITATION OF THE STUDY

in as much as the world at large is turning into a global world, this study is meant to reflect this situation throughout the state but because of time constraint, the study will be restricted to Ojo Local Government area of Lagos state, which will serve as population of study.

 

1.9   DEFINITION OF TERMS

ICT – information and Communication Technology.

Computer – This is an electronic machine that is sued for restoring and getting or information.

Computer Assisted Cartography (CAC) – this refers to the automation of cartographic process including symbolization amp generalization, display and map printing.

Geographic Information System (GIS) – computerized tools for capturing, storing, analyzing and displaying data which are spatially referenced to the earth.

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