Basic Technology Teachers’ Perception on the Availability and Utilization of Information and Communication Technology for Teaching in Secondary Schools in Kwara State
Chapter One
Objectives of the Study
The study examined basic technology teachers‟ perception on the availability and utilization of Information and Communication Technology for teaching in junior secondary schools in Kwara State. Specifically, the study aimed to:
- Identify the available ICT resources for teaching basic technology in Kwara State junior secondary
- Evaluate the level of competency of basic technology teachers of Kwara State in the utilization of ICTs for teaching
- Determine the frequency of utilization of ICTs by Basic Technology teachers in Kwara State for teaching
- Examine the perceived benefits of utilization of ICT for teaching by basic technology teachers in Kwara
- Examine the constraints militating against effective utilization of ICT for teaching by basic technology teachers in Kwara
- Determine the difference between public and private basic technology teachers in junior secondary schools of Kwara State in the utilization of ICTs for teaching
- Determine the difference among basic technology teachers of the three senatorial districts of Kwara State junior secondary schools in the utilization of ICTs for teaching.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Conceptual Framework
Concept of ICT
Many of the momentous economic and social changes that have been experienced in the late twentieth and early twenty first centuries have been facilitated by the dramatic increase in the capabilities and availability of information and communications technologies (UNESCO, 2011). Towards the end of the last millennium, deep structural, technological and scientific developments were impacting business, education and the ways we live and learn. The last few years witnessed two parallel revolutions in the field of information technology -the first represents the explosion of information that is easily accessible while the other is electronic communications through which all types of information are transferred securely at very high speeds at local and international levels (Al-Natour, Alkhamra & Ajlouni, 2008).
Machlup (1983) as cited in Sholle (2000), noted that the original meaning of the word “information” derives from the Latin word „informare‟, which means “to put into form.” “Informing” therefore carries the sense of “imparting learning or instruction” or more generally conveys the sense “to tell (one) of something.” Thus, “information” refers to the action of informing or to that which is told.
Adegbija (2009), explains in her work that there are many definitions of communication based of different disciplines. She further stressed that the term communication originated from a Latin word „communis‟ which means creating and establishing „commonness between two people with the intent of effecting a change in the recipients‟ attitude. Sambe (2008), sees communication as an instrument or a vehicle of social interaction and is the bedrock of modern society. A most critical component of modernity and civilization.
Etymologically, technology is derived from the Greek word „teckne‟ which is an art or craft. Over time, technology has acquired meanings as a process and as a product. As a process, it involves applying resources to satisfy human wants and needs to extend human capabilities – systematic process of solving problems by scientific means. It is also refers to as a product in that it is perceived as hardware device that delivers information and serves to accomplish task – it implies the development of application of tools, machines and materials (Galbraith, 1967 in Egbowon, 2007).
UNESCO (2004) as cited by Al-Natour, et al. (2008), defined ICT as those aspects of scientific, technological and engineering knowledge, and administrative methods that are used to access and process information and its applications – the interaction between computers and tools with human beings and their social, economic and cultural matters. Tella, Tella, Toyobo, Adika & Adeyinka (2007), claimed that formerly the term IT was used to mean ICT and the term ICT was synonymous with computer, but as the passage of time covered other equipment created to enhance acquisition, storage and dissemination of information materials.
As ICT is becoming more pronounced to the extent that rarely is anything mentioned in any area of human endeavours without reference to this technology, Perez (2002) as cited by UNESCO (2011) provides an insightful summary and contrast between the technological, economic and social paradigms associated with the mass production and the information technology paradigm as follows;
- The primary distinction between the two paradigms is the shift from production of objects (mass production) to production of knowledge (Information Technology). They further stress that the hallmark of mass production is standardization while the hallmark of IT paradigm is
- Secondly, the mass production paradigm used ICTs of an earlier time – print, radio and television- to support the dissemination of information from centralized authorities and to foster the consumption of mass produced goods. In the IT paradigm, ICT served primarily a production function, as more people have access to the multimedia information processing capabilities of computers and are able to use them to create new
Therefore, a good conclusion is that ICT can increase the economic and social well being of poor people, enhance the transparency of the public sector in the delivery of social services and empower individuals and communities to be part of global village (International Institute for Communication and Development, 2009).
Basic Technology as a Subject in the Nigerian Secondary School Curriculum
Technical and vocational education systems in Africa differ from country to country and are delivered at different levels in different types of institutions, including technical and vocational schools (both public and private), polytechnics, enterprises, and apprenticeship training centers. West Africa has a traditional apprenticeship which offers great opportunity for the acquisition of employable skills in the informal sector. In general, students enter the vocational education track at the end of primary school which corresponds to 6 – 8 years of education as in countries like Burkina Faso and Kenya, or at the end of lower or junior secondary school, which corresponds to 9 – 12 years of what is called basic education in countries like Ghana, Nigeria, Mali and Swaziland. (African Economic Outlook, 2008 as cited by Adeoye & Olabiyi, 2011).
At the inception of 6. 3. 3. 4. system of education in Nigeria, technical and vocational education as offered as a subject at the end of primary school and was called “Introductory Technology” which is different from the current 9. 3. 4. system of education where it is called “Basic Technology” ( Fakomogbon, Morakinyo, Omiola & Ibrahim, 2012). Basic technology is a subject that introduces students at the Junior Secondary schools in Nigeria to the basic rudiment of technology. The National Policy on Education (FRN, 2004) defined it as the aspect of education which leads to acquisition of practical and applied skills as well as basic scientific knowledge. It is also a subject that deals with the fundamentals of engineering and technology and its components include: Woodwork, Metalwork, Building Construction, Electrical/Electronics, Computer, Mechanics, Technical Drawing, and so on.
According to the Federal Ministry of Education (2004) in Fakomogbon, Morakinyo, Omiola & Ibrahim (2012), the following are the objectives of teaching Basic Technology subject in Nigerian junior secondary school schools:
- To provide pre-vocational orientation for further training in technology
- To provide basic technology literacy for everyday living and
- To stimulate creativity (Fakomogbon et al.,2012).
Therefore, to reduce ignorance about technology and lay a solid foundation for true national development; basic technology subject needs to be accorded a place in the school curriculum as a not only as a core subject like Mathematics and English language, but with consideration of recent technological developments.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter is concerned mainly with the procedures employed in carrying out the study. These include: Design, Population, Sample and Sampling procedure, Instrumentation, Procedures for data collection and analysis.
Research Design
The study employed the cross-sectional survey method which is usually prompted by the need to know what the current situation is with regard to a particular academic planning problem. Therefore, the method which allows sampling the opinions of the respondents also allowed the researcher a vivid description of the state of ICT usage in instructional delivery among basic technology teachers in junior secondary schools of Kwara State.
Population of the Study
The total population of the study is 445 basic technology teachers from 376 Government and Private junior secondary schools in the three Senatorial Districts of the L.G. A. in Kwara State.
Table 3.1 presents the population distribution of each of the selected Government and
private secondary schools and teachers in each of the local government and the Senatorial Districts.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
Introduction
This chapter presents the results and discussion of findings from the investigation conducted on ICT utilization in instructional delivery among basic technology teachers in junior secondary schools of Kwara State.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Introduction
This chapter presents summary of the study, conclusion, recommendations, limitation of the study and suggestion for further study.
Summary
The study was carried out to investigate ICT availability and utilization in instructional delivery among basic technology teachers of junior secondary schools in Kwara State, Nigeria. To achieve this, the study was structured into five chapters.
Chapter one dealt with the background to the study where justification for this study was presented. Objectives, research questions and hypotheses were raised. Significance and scope of the study were presented. Chapter two covers the review of related studies, where numerous materials were assessed. The independent variable; Information and Communication Technology (ICT) and other dependent variables; Basic Technology as a Subject, Educational Technology as a field of Study and Instructional Application of ICT were all reviewed as necessitated. Milken Exchange on Educational Technology for instructional process, Problem Based Learning Circle and model for systemic development of ICT for Education were used to back the study. Several empirical studies were also reviewed.
Chapter three presents the methodology used to carry out this study. Survey design and random sampling were used to draw 89 samples in which 88 were accessible for the study. Questionnaire was the instrument used for data collection. Data collected for the pilot study was analyzed using Guthman split-half reliability coefficient on IBM SPSS v20 statistical software. The statistical output shows 0.836 reliability index.
Chapter four presents results and discussion. Data collected were statistically analysed and result presented in a tabular form. The teachers‟ bio-data and the research questions answered were analyzed using the frequencies and percentages on demographic variables of the respondents‟ while t-test and ANOVA were used to analyze the two null hypotheses stated in the study. Summary of the findings and discussion were presented. The two null hypotheses stated, were retained.
Finally, chapter five presents summary of the study, where each chapter discussed was summarized in detail. Conclusion is also presented based on the findings. And recommendations are also made for teacher, parents and policy makers who may be interested on ICT utilization in instructional delivery of basic technology in Kwara State.
Conclusion
Based on the findings of the study, the following conclusions were made;
That there are no available ICTs for teaching of basic technology and most of the respondents are not competent though some could operate word document, access their mails and also use spread sheet. Also, basic technology teachers in Kwara State do not utilize ICT for teaching on daily basis.
In addition, there are several constraints to effective utilization of ICT in instructional delivery though ICTs are accepted to be useful in the process of instruction delivery by basic technology teachers in Kwara State. Also, there exist no significant differences between public and private schools and among the schools in the three senatorial districts of the state.
Recommendations
The following recommendations were made based on the findings of the study.
- The government through the Ministry of Education, Science and Technology (MOEST), should upgrade the ICT centres in the state for utilization by teachers to enhance students‟ academic performance in basic
- The basic technology teachers should endeavour to develop skills in utilization of ICT resources for effective teaching of basic technology in the secondary
- Parents should not be left out in the drive to provide and support the utilization of ICT resources in instructional delivery in their children‟s schools. Once parents and guardians realize the importance of ICTs in the education of their children and wards, they will not hesitate to give moral, material and financial support for their use in basic
- Government should make funds available and sponsor basic technology teachers‟ attendance at conferences, seminars and workshops on utilization of ICT for effective instructional
Limitation of the Study
In the course of the study, a number of challenges were encountered which included absenteeism of some teachers, lack of teachers in some of the schools selected and presence of only one basic technology teachers in the school.
Suggestions for Further Studies
It is suggested that;
- A way of ensuring a larger scope for this study could be through the involvement of a larger sample from all the local government areas of Kwara State. Future research work should attempt to use more samples drawn from Kwara
- Researches should also be carried out on teachers‟ attitude towards adoption ofICT resources for effective teaching of basic technology in Kwara
- Other study concentrated on investigation of ICT resource utilization in instructional delivery of Mathematics, English or Basic Science in Kwara State and Nigeria at large.
- Strategies on integration of ICTs in instructional delivery of basic technology contents should be carried out.
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