Biology Teacher Attitude, Knowledge and Competency in the Use of ICT. Case Study Ikorodu LGA
CHAPTER ONE
Objective of the study
The main objective of the study to ascertain the biology teacher attitude knowledge and competency in the use of IC in Ikorodu Local government of Lagos state. The specific objective are;
- To find out the attitude of biology teacher on the use of ICT in selected secondary schools in Ikorodu Local government in Lagos
- To find out the knowledge of biology teacher on ICT in selected secondary schools in Lagos state
- To find out the difference between male and female biology teachers’ knowledge of ICT
CHAPTER TWO
LITERATURE REVIEW
Concept of Information Communication technology
The phrase “Information Communication Technology” has been variously defined by many authors, so much so that, there is no universally accepted definition for it. This divergent views on the definition arise from the fact that the notions, tools and methods involved in ICTs are always evolving on almost a daily basis.
Etymologically, the phrase “Information Communication Technology” was first used by academic researchers, dating back to the 1980s. The abbreviation “ICT” however, became popular after it was used in a report to the UK government by Dennis Stevenson in 1997,and then in the revised National Curriculum for England, Wales and Northern Ireland in 2000.
Information and Communication Technologies (ICTs) is a broader term for Information Technology (IT), which refers to all communication technologies, including the internet, wireless networks, cell phones, computers, software, middleware, video-conferencing, social networking, and other media applications and services enabling users to access, retrieve, store, transmit, and manipulate information in a digital form.
ICTs are also used to refer to the convergence of media technology such as audio-visual and telephone networks with computer networks , by means of a unified system of cabling (including signal distribution and management) or link system.
It can also be defined as any product that can store, retrieve, manipulate, transmit or receive information electronically in a digital form. For example, personal computers, digital television, email, robots.
According to Nwachukwu (2004), Information and communication technologies (ICTs) is the application of computers and other technologies to the acquisition, organization, storage, retrieval, and dissemination of information. However, in this context, information and communication technology is the use of electronic devices such as computers, telephones, internet, and satellite system, to store, retrieve and disseminate information in the form of data, text image and others.
American Library Association (1983) defined information communication technology (ICT) as the application of computers and other technologies to the acquisition, organization, storage, retrieval, and dissemination of information.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the design of the study is descriptive surrey design. Nworgu (2006) in line with Akuezuilo and Agu (2003) described the survey research as one in which a group of people or item is studied by collecting and analyzing data from only a few people or items considered to be representative of the entire group. The design was adopted because information gathered from the particular were made in their natural and normal school environment and also analyzed without any form of treatment. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
The population of the study comprises of selected ninety-nine teachers, which were all biology teachers in the 7 secondary schools in Ikorodu local government.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
Research question 1: To what extent are biology teachers knowledgeable of the classroom applications of ICT in teaching biology in Ikorodu Local government?
Discussion of Result
Findings from the study revealed that majority of biology teachers in Ikorodu are not competent in the use if ICT in all the required areas as stipulated by Modebelu and Anebi (20130. The findings revealed that the biology teachers have low knowledge of classroom application of ICT.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
It is evident from the study that most biology teachers from Ikorodu are not ICT competent and this impedes the use if ICT in instruction in schools. The numerous benefits of ICT can only be realized when teachers who are the major actors in the teaching and learning process posses the necessary skills and required ICT knowledge and where they fail to posses these knowledge and attitude, there is no way the benefit can be attained. The successful implementation of the ICT policy if Nigeria lies in the hand of teachers who are the agents of its integration in the educational sector. And where these teachers are not knowledgeable of the classroom applications of ICT in teaching biology, it means that the aspirations of the federal and state government, who have spent so much in equipping these schools with ICTs, will not be achieved. The female biology teachers in Ikorodu are still down by the gender stenotype that the society has placed on them that ICT is a male domain. Since majority of biology teachers in this zone are female, there is a risk of the ICT aspiration not being realized.
Conclusion
As revealed by the study results, although biology teachers have high knowledge of basic operations of ICT, low knowledge of classroom applications of ICT and positive attitude are good enough to use ICT. This implies that they cannot transfer these technologies to classroom use for education purposes. They are thus far from creating a student centered learning environment with ICT
Recommendation
- In educational systems, the decision-makers and implementers should have enough knowledge on whether the investments for the integration of ICT in curricula achieve its aims. The investments can be directed according to teachers’ level of knowledge, how they use it in learning teaching process, as well as their attitudes. As it is educating teachers who will use the technologies in the classroom to integrate them into the curricula will become a more important issue.
- The tertiary education curriculum should be reviewed to reflect more practical courses in ICT for pre-service and in-service science (biology) teachers.
- Workshops/seminars should be organized specifically for the purpose of facilitating biology teachers’ literacy, awareness and skills in using ICT.
- Secondary schools should be well equipped with adequately functional and well furnished computer laboratories/cyber cafes for teachers and students use.
- Computer literacy should be the prerequisite for appointing science (biology) teachers into the teaching profession.
- Female biology teachers should be encouraged to be computer literate.
References
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- Federal Republic of Nigeria (2004). National Policy on education Lagos, Nigeria. NERDC press p.39.
- Federal republic if Nigeria (2006). Government in Action Retrieved from http://www.nigeria-first.org/article.2090.html.
- Modebelu, M.N., & Anebi, J. (2013). Use of information and communication technology (ICT) in teaching and learning of agricultural education in Nigeria. Unizik Orient Journal of Education. F (1), 135-141.
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