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
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
Title Page i
Table of Content vii
- 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
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
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
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary 59
5.2 Conclusions 60
5.3 Recommendations 61
- 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
- Will participation in seminars and trainings inb Information and Communication Technology (ICT) lead to the realization of ICT competence level in secondary school teachers?
- Will the integration of Information and Communication Technology (ICT) in teaching significantly arouse the interest of students towards teaching?
- 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
Ho1: Participation 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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