The Effect of Information Communication Technology on Early Childhood Education Delivery
Chapter One
Purpose of the Study
The main objectives of the study include to:
- Examine whether information communication technology affects early childhood education.
- Assess whether there is a difference in performance between teachers who applied information communication technology and those who did not.
- Investigate whether there is effective use of information communication technology in teaching and learning at the preschool level.
- Find out whether there is a gender difference in the use of ICT at the preschool level.
- Discover the factors that militate against the use of ICT in teaching at the preschool level.
- Proffer solutions to the problems of non-use of ICT in teaching and learning processes at the preschool level.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
This chapter deals with the works of several authors who in one way or the other relates to the Effects of the Use of ICT on education
Theoretical Framework
This study shall consider two (2) main theories: the Sensory Stimulation theory and the Technological Pedagogical and Content Knowledge theory which will be discussed below.
The Sensory Stimulation Theory
This study will infer the sensory stimulation theory (SST) of learning, which has its basic premise on the fact that effective learning occurs when the senses are stimulated. According to Laird (1985) in Savic (2012), the SST theory states that by stimulating the senses, especially the visual sense, learning can be enhanced. However, this theory states that if multi-senses are stimulated, greater learning takes place. Stimulation through the senses is achieved through a greater variety of colours, volume levels, strong statements, facts presented visually, use of a variety of techniques and media. This theory has relevance to some extent with the present study, which seeks to investigate the “effects of ICT on the performance of SS2 students in Economics”. ICT instructional aids such as: Television, Video Machines, Computers disc, Projectors, etc., help to stimulate senses by attracting the attention of the students in the classroom
teaching-learning process to learn. However, this theory will not be best appropriate to the study due to the fact that it has much relevance to enhancing learning situation on the part of the students more than on the part of both teachers and students involved in teaching-learning process. The effective use/utilization of electronic media and other instructional materials in the classroom by the teachers is also a major factor contributing towards achieving the stated lesson objective, hence simulation theory might not be too appropriate to be considered since the study has to do with “Effects of ICT on Secondary Schools Students‟ Economics Performance in Kaduna State”.
The Technological Pedagogical and Content Knowledge Theory
This study shall therefore, be based on the theory of “Technological Pedagogical and Content Knowledge” (TPACK) developed by Mishra and Koehler (2006). The TPACK framework strives to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex multifaceted and situated nature of teacher‟s knowledge (Mishra and Koehler, 2006). Researchers argued that computers alone do not make the difference in teaching, rather, the difference is made by the pedagogical methods the teachers use when instructing with computer technologies (Clark, 2001).
The Concept of Information and Communication Technology (ICT)
Information and Communication Technology (ICT) combines three comparative complementary concepts – which describe its desired meaning and area of coverage. Information is a message that is transmitted and received in the process of communication and these messages, ideas or feelings are shared by both the receiver
and sender at the same time. Communication refers to any process in which people share the same information, ideas and feelings. It involves spoken and written words, body language, personal mannerisms and style (Okorie, 2010). Technology refers to the systematic application of the tools and art. In practice, communication cannot be effective if information is not accurately received by the target audience, the passage of information cannot be complete without the instruments of communication and feedback. Technology makes communication easier, faster and more effective. Today, information and communication technology uses a combination of computer, telecommunication, and information systems services and products. Hence, communication serves as a connection- link between the teacher and the learners for effective pedagogy to take place in the classroom.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
In this chapter, we would describe how the study was carried out.
Research design
It is a term used to describe a number of decisions which need to be taken regarding the collection of data before they are collected. (Nwana, 1981). It provides guidelines which direct the researcher towards solving the research problem and may vary depending on the nature of the problem being studied. According to Okaja ( 2003, p. 2),” research design means the structuring of investigation aimed at identifying variables and their relationship, it is used for the purpose of obtaining data to enable the investigator test hypothesis or answer research question by providing procedural outline for conducting research”. It is therefore, an outline or scheme that serves as a useful guide to the researcher in his efforts to generate data for his study.
Sources of Data
The data for this study were generated from two main sources; Primary sources and secondary sources. The primary sources include questionnaire, interviews and observation. The secondary sources include journals, bulletins, textbooks and the internet.
Population of the study
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 constitute of individuals or elements that are homogeneous in description (Prince Udoyen: 2019). The study sought information from teachers of early childhood on the use of computers for teaching and learning in nursery schools. The total was fifty (50) respondents from five ECE schools in homolu Local Government Area of Lagos State.
CHAPTER FOUR
RESULTS AND DISCUSSION
The results are presented in the order of the research questions.
Research Question One Table 1:
Mean ratings on the roles of the teachers in implementing and integrating ICT within early childhood education (ECE).
CHAPTER FIVE
RECOMMENDATION AND CONCLUSION
Conclusion
The findings from this study identified many benefits of using ICT by teachers for enhancing inspiring pupils and increasing the provisional satisfaction. The teachers involved in this study considered that ICT in ECE offered valuable opportunities to make children’s learning visible and contributed to developing and enhancing relationships with children, families and teachers when integrated in meaningful and purposeful ways within the early childhood teaching and learning community.
It is important that teacher’s beliefs, roles and experiences are considered, if changes are to be made to foster and optimize opportunities for young children’s learning, and how these beliefs, roles and experiences influence and shape the ways in which teachers implement and integrate ICT within the early childhood context.
Recommendation
The following recommendations were made, based on the findings of the study
- Researchers and educators should encourage ICT in ECE from the perspectives of children and families. This will help in exploring how early childhood teachers notice, recognize and respond to the impact of ICT on young children, through a series of case studies.
- Further researchers should examine early childhood teacher education to incorporate adequate ICT content.
- Government should give teachers opportunities to actively engage in dialogue to explore and articulate their pedagogical approach, to ICT in ECE.
- Teachers should help to create opportunities for young children to understand and appreciate the benefits of visual images and graphics in knowledge which are part of their everyday experiences.
- The teachers should be involved in decision making surrounding the purchasing, implementing and application of ICT and sometimes improvise when necessary rather than being randomly supplied with resources to use.
References
- Alliance for Childhood, (2000). Fool’s gold: A critical look at computers in childhood. Retrieved April 29 2009.
- Boardman, M. (2007). ‘I know how much this child has learned. I have proof!’ Employing digital technologies for documentation processes in kindergarten. Australia Journal of Early Childhood 3(3), 59-66.
- Colbert, J. (2006). Storytelling: Keeping it complex, keeping it connected. Computers in New Zealand Schools, 18(1), 1 7-22.
- Dale, R., Robertson, S., and Shortis, T. (2002) “You can’t not go with the technological flow, can you? Constructing ‘ICT’ and ‘teaching and learning.” Journal of computer assisted learning 20 456-470
- Edwards, S. (2005). The reasoning behind the scene: Why do early childhood educators use computers in their classrooms? Australian Journal of Early childhood, 30(4), 25-33.
- Erb, W. (2008). ICT in the early years. Tukutuku Korero New Zealand Education Gazette, 87(4), 4-8.
- Fisher, T. (2005) ‘Technology means nothing without humans’ [online] Available form
- <http://www.tes.co.uk/search/story/?story_id=20829 94> [8 December 2005]
- Federal Ministry of Education, (2009). Kei tua o te pae assessment for learning: Early childhood exemplars. Wellington: Learning Media.
