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CHAPTER ONE | |||||
INTRODUCTION
BACKGROUND
OF THE STUDY
The
role of technology in teaching and learning is rapidly becoming the most
important and widely discussed issues in contemporary education policy (Rosen
and Well 2009) and (Therer 2000). Most experts in educational field agreed that
when information and communication technology (ICT) is properly used, it
greatly improves teaching and learning and the efficiency of the individual.
According to the United Nation Education Scientific and Cultural Organization
(UNESCO 2000). Information and Communication Technology (ICT) can be defined as
the science dealing with the design realization evaluation used and maintenance
of information processing system including hardware, software. The United
Nation Educational Scientific and Cultural Organization (UNESCO) strive to
ensure all developed and developing countries have access to qualify
educational facilities capable of preparing young people to play full role in
modern society and to contribute meaningfully to a knowledgeable nation.
Awake
2002 technology has revolutionized communication during the past decade. Access
to people and information practically anywhere in the world has become quicker,
cheaper, and easier. Most people in the world now have access to a television,
even if they don’t own one. By 1995, there were 235 TV sets for every, 1, 000
people world wide, almost double the number in 1980, just a small satellite
dash can enable people who live in remote areas to receive broadcast from
around the world. “today, no country can ever truly cut itself off from the
global media”, points out Francis Fukuyama a Professor of political economy. In
internet, some 300, 000 new users get connected to the internet every week. In
1999, it was estimated that 700 million people were expected to come on line by
the year 2001. “the result”, before in the history of the world have some
people’s lives, products and ideas. Also in telephone, fibre-optic cables and
satellite networks have slashed telephone costs. The cost of a three-minutes
call from New York to London fell from $245 in 1930 to $35 cents in 1999.
Wireless network have made the mobile phone as common place as the computer. By
the end of 2010 there will be an estimated one billion people using mobile
phones, and many of these users will be able to use their phone to access the
internet.
An
explosion of technology, from cell phones to computers to televisions,
technology has found its way into every corner of the world even crossing the
divide between rich and poor and has become a part of life for many. The
pervasiveness of technology is perhaps most apparent in the proliferation of
cell phones, many of which are no longer just phones. Advanced models enable
users to access the internet send and receive e-mail and text message, watch
TV, listen to music, take photos, navigate by the global positioning system
(GPS).
According
to the report in the Washington post newspaper, a multi-media smart phone “now
has more processing power than did the North American Air defence command in
1965”. The post also states ‘there is now one cell phone for every two humans
on earth, and at least 30 nations have more cell phones than people. Indeed, we
are witnessing the fastest global diffusion of any technology in human history,
says the paper.
World
wide, almost 60 percent of users live in developing nations, making the cell
phone the first high-tech communication device to have the majority of i6ts
users in those nations. Afghanistan, for example, added about 140, 000
subscribers a month in 2008 while in recent years African has seen cell phone
use grown nearly 50 percent annually. But the communications revolution has its
down side. Cell phones, pagers and laptop computer make people accessible
almost anytime, anywhere.
During
the past decade industrialization nations, there has been a staggering amount
of research and publication related to ICT. Today, nearly everyone in the
industrialized nations gain access to ICT and the purchase of computers from
schools used in such nations as the United States. The United States has been
increasing in such a pace that is difficult to keep track of how many computer
machines are now in American schools (Harper 1993 and Becker 1993) reported a
comprehensive survey of the instructional users of computer in United States
public and non public schools. The report suggested that over half a million
computers were in American elementary and secondary schools during 1995 more
than two hundred thousand students and teachers used computer on their own
basic tools. In 1993 Berghiem and Chin reported that the U.S. government made
it available for students to spend more time in computer education, the U.S.
administration fiscal 2001, and budget more than four hundred million students
were earmarked for educational technology. Just as the U.S. and Britain made
computers available in the government funding, largely throughout the
government funding, largely through the Local Education Authorities (LEA).
Dissccher 2003 reported that the following education reform Act in 1988. The
central government made available to promote the use of computer in school
administration and management. Country like south Africa, Senegal, Ghana, Liberia
made more efforts for cyber education so that the teacher and students can
develop skills. Other country have embraced the use of ICT. In Africa today,
effort have been by most government to instantiate internet connectivity and
technology training program which link schools around the world in order to
improve education, enhance cultural understanding and develop skilled youths
needed for securing jobs in the last century. In Uganda school net” is
dedicated to extending educational technology through out Uganda (Carlson and
Firpo, 2001). In Senegal teachers and students are using computer extensively
as information tools. These programs mentioned are supported by their
government through ministry of education.
The
use of ICT has become a short term in many countries and now regarded as
understanding and mastering the basic skills in ICT, as a cone of educational
programmes along with reading, writing and numerically. This ICT is school
based for teaching aids and encourage the students in learning language, such
as mathematics, natural science, social studies, art with reference to
measurement, stimulation and statistics, spread sheets, design and data base
which are the various packages of ICT. This ICT as a teaching aids and method
of teaching in secondary school has widened the student’s ability to think and
act when handling issues that relate to computer package and statistical
problem that are being evaluated and solved with the help of computer in
teaching in secondary in secondary school. It is also necessary for an
individual to have capability to access and apply information with the aid of
computers in order to be relevant in a globalized economy.
STATEMENT
OF THE PROBLEM
Over
the years issues of information and communication technology (ICT) has not been
acknowledge in Nigeria rather we still continue to use the traditional method
of educating our children like audio-visual aids, textbooks etc. where as
countries like Britain, United State, China, Ghana, Senegal and Uganda and host
of others have long adopted these methods.
It
is our opinion in this research that the introduction of information and
communication technology (ICT) in secondary school will not only “ prepare
children” rationally but also provide a solution for solving the problem of
country illiteracy towards computer technology in the country.
It
is therefore desirable to analyze the causes and offer suggestion as to
possible approach as to improve the knowledge of students and teachers in
regard to application of ICT in the school.
PURPOSE
OF THE STUDY
The
purpose of this study is to find out the use of information and communication
technology in secondary schools, this study is designed to :
Determine if the students have access to
information and communication technology in secondary schools. Determine if the
subject teachers user information and communication technology in secondary
schools.
SIGNIFICANCE
OF THE STUDY
It
is expected that this study will be of immense benefit and importance to
government, students, parents and the entire public. The finding of this study
will be a resource material to teachers, parents, and the government and indeed
the entire public will eventually help them to appreciate the importance of
information and communication technology in the educational system and also
give room to allow the curriculum planners to introduce ICT into the secondary
schools curriculum.
RESEARCH
QUESTIONS
In order to look into the
above stated problem the study thus attempted to find answers to the following
research questions.
1. Does
the use of informat6ion and communication technology in teaching of their
various subjects in secondary schools?
2. Does
the use of the information and communication technology affect teaching and
learning of subject in secondary school?
3. Does
the use if information and communication technology available in Esan West
Local Government Area?
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REFERENCES,
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you.
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Friday 25 October 2013
THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING OF VOCATIONAL SUBJECTS
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