THE IMPACT OF ICT IN EFFECTIVE TEACHING AND LEARNING OF SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOLS IN EKITI STATE
ABSTRACT
The use of the Internet
and the web as well as the emerging of different communication channels have
brought the world closer and contributed to the concepts of globalization and
the extended enterprise also, the information society demands a workforce that
can use technology as a tool to increase productivity and creativity. The
educational sector at large has been one of the beneficiaries of the use of
different information and communication technology tools and techniques. Information
is a key resource for student teaching, learning, research, and publishing.
This project examines the use of emerging information and communication
technology tools in teaching and learning of Computer education, identifying
the reliable sources of information, effectively accessing these sources of
information, synthesizing and communicating that information to colleagues and
beneficiaries and the need for effective methods of information processing and
effectiveness of using unconventional technologies in delivering Computer
knowledge especially in the area of practical among secondary schools in Ekiti
State.
and the web as well as the emerging of different communication channels have
brought the world closer and contributed to the concepts of globalization and
the extended enterprise also, the information society demands a workforce that
can use technology as a tool to increase productivity and creativity. The
educational sector at large has been one of the beneficiaries of the use of
different information and communication technology tools and techniques. Information
is a key resource for student teaching, learning, research, and publishing.
This project examines the use of emerging information and communication
technology tools in teaching and learning of Computer education, identifying
the reliable sources of information, effectively accessing these sources of
information, synthesizing and communicating that information to colleagues and
beneficiaries and the need for effective methods of information processing and
effectiveness of using unconventional technologies in delivering Computer
knowledge especially in the area of practical among secondary schools in Ekiti
State.
TABLE OF CONTENTS
Title Page
No
No
Title page
Certification
Dedication
Acknowledgement
Abstract
Table of contents
CHAPTER ONE: Introduction
Background of
the Study
the Study
Statement of the
Problem
Problem
Purpose of the Study
Significance of
the Study
the Study
Scope of the
Study
Study
Research
Question
Question
Definition of Terms
CHAPTER TWO: Review Literature Review
Introduction
The Need for ICT
Application in Nigeria Secondary Schools
Application in Nigeria Secondary Schools
ICT Application
in Nigerian Secondary Schools
in Nigerian Secondary Schools
The Role of Information and
Communication
Communication
Technology
in Nigerian Educational System
in Nigerian Educational System
Problems Militating Against the Use of
ICT in
Secondary Schools in Nigeria
ICT in
Secondary Schools in Nigeria
Benefit of Information Communication
Technology
Technology
CHAPTER THREE: Research Methodology
Research Design
Population of
the Study
the Study
Sample and
Sampling Technique
Sampling Technique
Research
Instrument
Instrument
Validity of Instrument
Reliability of
the Instrument
the Instrument
Procedure for
Data Collection
Data Collection
Method of Data Analysis
CHAPTER FOUR: Presentation and Analysis of Data
Results
Discussion of
the Findings
the Findings
CHAPTER
FIVE: Summary, Conclusion and Recommendations
FIVE: Summary, Conclusion and Recommendations
Summary
Conclusion
Recommendations
Suggestion for
other Research
other Research
REFERENCES
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CHAPTER ONE
INTRODUCTION
Background
of the Study
of the Study
Most
teachers leave teacher training institutions with limited knowledge of ways
technology can be effectively used in their professional practice. In this age
of digitization, being able to effectively apply technology should be high on
the list of what teachers at all levels of our education should know and be
able to teach with the use of instructional materials. There is substantial
evidence that, if used appropriately for specific purposes in specific
contexts, technology can be an effective tool in supporting teaching and
learning. The way Information communication Technology (ICT) has been used in
the education can be divided into two broad categories 1) ICT for Education and
(2) ICT in Education. ICT for education refers to the development of
information and communication technology specifically for teaching/ learning
purposes, while ICT in Education involves the adoption of general components of
technologies in teaching and learning process, more specifically, often for the
training of teachers in the use of technology for teaching (Olakulehin, 2007).
Similarly, UNESCO (2004) classifies ICT in education into three broad
categories: (1) pedagogy (2) training, and (3) continue education. Pedagogy is
focused on the effective learning of subjects with the support of the various
components of ICT. Olakulehin (2007) emphasizes that the pedagogic application
of ICT involves effective learning with the aid of computers and other
information technologies as learning aids, which play complementary roles in
the classroom, rather than supplementing the teacher.
teachers leave teacher training institutions with limited knowledge of ways
technology can be effectively used in their professional practice. In this age
of digitization, being able to effectively apply technology should be high on
the list of what teachers at all levels of our education should know and be
able to teach with the use of instructional materials. There is substantial
evidence that, if used appropriately for specific purposes in specific
contexts, technology can be an effective tool in supporting teaching and
learning. The way Information communication Technology (ICT) has been used in
the education can be divided into two broad categories 1) ICT for Education and
(2) ICT in Education. ICT for education refers to the development of
information and communication technology specifically for teaching/ learning
purposes, while ICT in Education involves the adoption of general components of
technologies in teaching and learning process, more specifically, often for the
training of teachers in the use of technology for teaching (Olakulehin, 2007).
Similarly, UNESCO (2004) classifies ICT in education into three broad
categories: (1) pedagogy (2) training, and (3) continue education. Pedagogy is
focused on the effective learning of subjects with the support of the various
components of ICT. Olakulehin (2007) emphasizes that the pedagogic application
of ICT involves effective learning with the aid of computers and other
information technologies as learning aids, which play complementary roles in
the classroom, rather than supplementing the teacher.
Training
is the transfer of knowledge, skills, and attitudes (KSAs) through structured
learning and follow-up activities to solve job performance problems. Advance in
science and technology creates the need for ICT training for teachers in secondary
schools. Each of the major technological advancements in computer produces a
whole generation of computers. This means new training for all people who use
the computer. It has been observed that after teachers had attended
professional development courses in ICT, yet they did not know how to use ICT
in their classrooms, instead they just know how to run a computer and set up a
printer. Bello (2000), argued that if teachers are to be convinced of the value
of using ICT in their training, their training should focus on the pedagogical
issues. Providing pedagogical training for teachers rather than simply training
them to use ICT tools, is an important issue (Joseph, 2004). It is clear from
these points that ICT can help teachers to teach and students to learn more
effectively.
is the transfer of knowledge, skills, and attitudes (KSAs) through structured
learning and follow-up activities to solve job performance problems. Advance in
science and technology creates the need for ICT training for teachers in secondary
schools. Each of the major technological advancements in computer produces a
whole generation of computers. This means new training for all people who use
the computer. It has been observed that after teachers had attended
professional development courses in ICT, yet they did not know how to use ICT
in their classrooms, instead they just know how to run a computer and set up a
printer. Bello (2000), argued that if teachers are to be convinced of the value
of using ICT in their training, their training should focus on the pedagogical
issues. Providing pedagogical training for teachers rather than simply training
them to use ICT tools, is an important issue (Joseph, 2004). It is clear from
these points that ICT can help teachers to teach and students to learn more
effectively.
Many
researchers have been devoted to ICT to understand the factors that can
influence learning such as the multimedia effect – in which students learn more
deeply from words and pictures than from words alone, the coherence effect in which students learn more deeply when
extraneous material is excluded rather than included, the spatial contiguity
effect – in which students learn more deeply when printed words are placed near
than rather than far from corresponding pictures and the personalization effect
– in which students learn more deeply when words are presented in
conversational rather than formal style (Mayer, 2011). Relations with modelling
have been largely explorer so are the benefit of exploring the possibilities of
multiple representations (Kozma & Roussel, 2007). The way technology can
augment the cognitive and social processes of scientific understanding and
learning has been largely commented (Kozma 2010). The use of surface features
has been positively and negatively described. It may shape the students’
understanding and are profitable (Kozma,2010), or be used with no understanding
and lead students to copy and paste information with low learning.
researchers have been devoted to ICT to understand the factors that can
influence learning such as the multimedia effect – in which students learn more
deeply from words and pictures than from words alone, the coherence effect in which students learn more deeply when
extraneous material is excluded rather than included, the spatial contiguity
effect – in which students learn more deeply when printed words are placed near
than rather than far from corresponding pictures and the personalization effect
– in which students learn more deeply when words are presented in
conversational rather than formal style (Mayer, 2011). Relations with modelling
have been largely explorer so are the benefit of exploring the possibilities of
multiple representations (Kozma & Roussel, 2007). The way technology can
augment the cognitive and social processes of scientific understanding and
learning has been largely commented (Kozma 2010). The use of surface features
has been positively and negatively described. It may shape the students’
understanding and are profitable (Kozma,2010), or be used with no understanding
and lead students to copy and paste information with low learning.
The
use of models in science has been related to the importance of modelling
activities in learning and interactive learning environments that associate
constructivist learning with computer applications allow students to interact
with accessible dynamic representations of models (Jackson 2011). Learning
models is a challenge that can be helped by dynamic representations. Our
theoretical approach is based on modelling to analyze both the knowledge in Social
Studies and the cognitive activity of the learner.
use of models in science has been related to the importance of modelling
activities in learning and interactive learning environments that associate
constructivist learning with computer applications allow students to interact
with accessible dynamic representations of models (Jackson 2011). Learning
models is a challenge that can be helped by dynamic representations. Our
theoretical approach is based on modelling to analyze both the knowledge in Social
Studies and the cognitive activity of the learner.
Statement of the Problem
Information Communication Technology (ICT) relevance
and positive effects as instructional
resource for the teaching and learning of Social Studies in secondary schools
in Ekiti State is a noticeable improvement among the various institutions and
academic output. It is noted that uses of ICT equipment in teaching and
learning of Social Studies in secondary schools does not only assist the
teachers in carrying out their job effectively but also render qualitative
service output to the entire academic community
of the Nation.
and positive effects as instructional
resource for the teaching and learning of Social Studies in secondary schools
in Ekiti State is a noticeable improvement among the various institutions and
academic output. It is noted that uses of ICT equipment in teaching and
learning of Social Studies in secondary schools does not only assist the
teachers in carrying out their job effectively but also render qualitative
service output to the entire academic community
of the Nation.
Objectives of the Study
In spite the introduction of modern ICT equipment,
this research work will look deeply in the effects of ICT on the teaching and
learning of Social Studies in secondary schools in Ekiti State.
this research work will look deeply in the effects of ICT on the teaching and
learning of Social Studies in secondary schools in Ekiti State.
Finally, it is the objectives of this research work
to fish both the relevance and problems of ICT in the teaching and learning of Social
Studies in secondary schools in Ekiti State of Nigeria in the Era of modern
Information communication Technology.
to fish both the relevance and problems of ICT in the teaching and learning of Social
Studies in secondary schools in Ekiti State of Nigeria in the Era of modern
Information communication Technology.
Significant
of the Study
of the Study
The introduction of ICT into Nigerian Education System
clearly changes the way education is conducted.
clearly changes the way education is conducted.
This research work will help the
Governments, Ministry of Education in Nigeria, Students and readers to
understand those benefits that Information Communication Technology (ICT) embodies
which we have neglected with in the past. In understanding this on the side of
the government, it will allow them to rethink and work towards real
implementation of it thereby creating a room for the rapid growth and
development of the education sector. At the other hand, it will go a long way
to create an avenue for more academic research.
Governments, Ministry of Education in Nigeria, Students and readers to
understand those benefits that Information Communication Technology (ICT) embodies
which we have neglected with in the past. In understanding this on the side of
the government, it will allow them to rethink and work towards real
implementation of it thereby creating a room for the rapid growth and
development of the education sector. At the other hand, it will go a long way
to create an avenue for more academic research.
Haven known this, it is worthy to conclude that the
main beneficiaries of this study lies on the government and other readers
respectively.
main beneficiaries of this study lies on the government and other readers
respectively.
Research Questions
In view of this study, the following research
questions have been formulated to ascertain how ICT could have be a catalyst to
effective use of information by students.
questions have been formulated to ascertain how ICT could have be a catalyst to
effective use of information by students.
1.
Are there enough ICTs facilities
available to Social Studies Students for use?
Are there enough ICTs facilities
available to Social Studies Students for use?
2.
Is there any relationship between usage
of Modern ICT facilities and Teachers’ productivity as reflected in students’
academic results?
Is there any relationship between usage
of Modern ICT facilities and Teachers’ productivity as reflected in students’
academic results?
3.
Is there any relationship between the
usage of ICT facilities by Social Studies teachers in secondary schools and the
teaching and learning of Social Studies in Ekiti State.
Is there any relationship between the
usage of ICT facilities by Social Studies teachers in secondary schools and the
teaching and learning of Social Studies in Ekiti State.
Research Hypothesis
Ho1:
Modern ICT facilities are not adequately available in Nigeria secondary schools.
Modern ICT facilities are not adequately available in Nigeria secondary schools.
Ho2: There are no significant relationship between
the usage of ICT facilities by Social Studies teachers in secondary schools and
the teaching and learning of Social Studies in Ekiti State.
the usage of ICT facilities by Social Studies teachers in secondary schools and
the teaching and learning of Social Studies in Ekiti State.
Ho3:
There is a great significant relationship between usage of Modern ICT
facilities and Teachers’ productivity as reflected in students’ academic
results.
There is a great significant relationship between usage of Modern ICT
facilities and Teachers’ productivity as reflected in students’ academic
results.
Scope of the Study
The scope of this research work focused strictly on
the effects of information communication technology (ICT) in teaching and
learning of Social Studies in secondary schools in Ekiti State. This work will
lead us to the evolution of ICT in Ekiti State and also examine how the
academic field (teaching and learning) is fairing in this Era of Information
Communication Technology.
the effects of information communication technology (ICT) in teaching and
learning of Social Studies in secondary schools in Ekiti State. This work will
lead us to the evolution of ICT in Ekiti State and also examine how the
academic field (teaching and learning) is fairing in this Era of Information
Communication Technology.
Limitation
to the Study
to the Study
On the course of this research, the following
problems were encountered, like short time frame. Financial problem, scarcity
of information or data, etc. this is due to mainly, the wide scope of this
study which emphasizes on a complexity of numbers of secondary schools in Ekiti
State of Nigeria. Now, the implication is that the short time frame mapped out
for this research work posed a problem of assessing these programs as whole,
but that doesn’t threat the authentication and quality of this work, because of
these, this study is limit to Junior Secondary Schools in Ekiti State
problems were encountered, like short time frame. Financial problem, scarcity
of information or data, etc. this is due to mainly, the wide scope of this
study which emphasizes on a complexity of numbers of secondary schools in Ekiti
State of Nigeria. Now, the implication is that the short time frame mapped out
for this research work posed a problem of assessing these programs as whole,
but that doesn’t threat the authentication and quality of this work, because of
these, this study is limit to Junior Secondary Schools in Ekiti State
DEFINITION
OF TERMS
OF TERMS
1. Information
Communication Technology (ICT): is
generally refers to ‘computers and computing related activities’. 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. According to UNESCO (2002) information and
communication technology (ICT) may be regarded as the combination of
‘Informatics technology’ with other related technology, specifically
communication technology. Informatics refers to the science dealing with the
design, realization, evaluation, use and maintenance of information processing
systems, including hardware, software, organizational and human aspects, and
the industrial, commercial, governmental and political implications of these.
Informatics Technology on the other hand is defined as the technological
applications (artifacts) of informatics in society. INFORMATION: facts or details that tell you something about
situation person events.
Communication Technology (ICT): is
generally refers to ‘computers and computing related activities’. 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. According to UNESCO (2002) information and
communication technology (ICT) may be regarded as the combination of
‘Informatics technology’ with other related technology, specifically
communication technology. Informatics refers to the science dealing with the
design, realization, evaluation, use and maintenance of information processing
systems, including hardware, software, organizational and human aspects, and
the industrial, commercial, governmental and political implications of these.
Informatics Technology on the other hand is defined as the technological
applications (artifacts) of informatics in society. INFORMATION: facts or details that tell you something about
situation person events.
2. COMMUNICATION:
It is the transmission of information or idea. It means the use of mechanical
arts and applied science e.g. Engineering.
It is the transmission of information or idea. It means the use of mechanical
arts and applied science e.g. Engineering.
3. EDUCATION:
Is what prepares an individual to accommodate and to contribute positively to
the development of his/her society.
Is what prepares an individual to accommodate and to contribute positively to
the development of his/her society.
4. COMPUTER:
It is an electronic device that accepts data as to give information as an
output.
It is an electronic device that accepts data as to give information as an
output.
5. NEPAD:
New Partnership for Africa Development.
New Partnership for Africa Development.
6. I.C.T:
Information Communication Technology.
Information Communication Technology.
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