The Impact of Information and Community Technology on Classroom Teaching and Learning
CHAPTER ONE
Objective of the Study
The objective of this study is to find out the impact of Information Technology on classroom teaching and learning in Ebonyi, Abakaliki. It also intend to:
- Identifying the role of ICT in classroom teaching and learning
- Identifying the advantage and disadvantages of the use of ICT in classroom teaching and learning
- Discovering the main barriers of ICT application in classroom teaching and learning.
CHAPTER TWO
LITERATURE REVIEW
The Meaning of Information and Communication Technology (ICT)
ICT (information and Communication technology) is a term that encompasses all forms of technology used to create, store, exchange, and use information in its various forms (business data, voice conversations, still images, motion pictures, multimedia presentations, and other forms, including those not yet conceived). It’s a convenient term for including both telephony and computer technology in the same word. It is the technology that is driving what has often been called “the information revolution.” (Rouse, 2005).
ICT refers to anything related to computing technology, such as networking, hardware, software, the Internet, or the people that work with these technologies. (techterms.com, 2014). Information technology (ICT) is the application of computers and telecommunications equipment to store, retrieve, transmit and manipulate data, often in the context of a business or other enterprise. The term is commonly used as a synonym for computers and computer networks, but it also encompasses other information distribution technologies such as television and telephones. Several industries are associated with information technology, such as computer hardware, software, electronics, semiconductors, internet, telecom equipment, e-commerce and computer services. (Wikipedia, 2014).
According to Association for Computing Machinery (ACM) (2008) Information Technology (ICT) in its broadest sense encompasses all aspects of computing technology. ICT, as an academic discipline, is concerned with issues related to advocating for users and meeting their needs within an organizational and societal context through the selection, creation, application, integration and administration of computing technologies. According Merriam Webster Dictionary (2001) ICT is the technology involving the development, maintenance, and use of computer systems, software, and networks for the processing and distribution of data. Information technology (ICT) is a Set of tools, processes, and methodologies (such as coding/programming, data communications, data conversion, storage and retrieval, systems analysis and design, systems control) and associated equipment employed to collect, process, and present information. In broad terms, ICT also includes office automation, multimedia, and telecommunications.
Ozoji in Jimoh (2007) defined ICT as the handling and processing of information (texts, images, graphs, instruction etc) for use, by means of electronic and communication devices such as computers, cameras, telephone. Ofodu (2007) also refer to ICT as electronic or computerized devices, assisted by human and interactive materials that can be used for a wide range of teaching and learning as well as for personal use.
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
The study employed a survey research design. The research design adopted in this study was survey research design that is aimed at examining the impact of Information Technology on achievement of Economics Students of Abakaliki.
Population of the Study
According to Orodho, (2008) specifying the population that is targeted for study is important as it helps researcher to make decisions on sampling and resources to use. The population was all the Teachers in Economics Class and secondary school students of the same Class in Abakaliki.
Sampling size and sampling procedures:
Kombo, (2006) argue that researchers selects a sample due to various factors that may hinder studying the whole population, while Sekran, (2007) observes that sampling procedures are strategies or procedures that are used to select a sample from a target population. According to Gay, (2002) stating the sample size and sampling procedures is important in order to establish representativeness of the sample for generalization. Stratified random sampling was used to select schools from each category in order to ensure all categories were adequately represented in the sample. Simple random method was then used to select respondents from various strata. The sample for the study was comprised of 100 students and 5 Teachers who were randomly selected from the total population of the entire Students and the Teachers in the Class of Economics Abakaliki, Ebonyi state.
Research instruments
Questionnaires were used as main instruments for data collection. According to Kombo, (2006), questionnaires are widely used to obtain information about current conditions and practices and to make inquiries concerning attitudes and opinions quickly and in the precise form. Orodho, (2008) noted that questionnaires provide a cheap means of collecting data from large number of population. The instrument for data collection was a self-developed 23-item questionnaire.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
Table 1 above shows the profile information of respondents included gender and age of students. The table shows that of 60 respondents, (60%) were males and 40 (40%) were females. Majority of students 52 (52%) were between the age of 20-25 years old, 40 are between the age of 25-30 while 8 are between the age of 30-35 respectively.
As shown in table 2, the findings indicated that most of respondents disagreed with assertion that teachers were fully trained on how to use ICT tools in teaching Economics. This indicates that most of the Teachers were not adequately trained to lecture students using ICT.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
This study was carried out to examine the impact of Information Technology on achievement of Economics Secondary school students in Abakaliki, Ebonyi state. The hypothesis was tested, and related literatures were reviewed. The instrument used in collecting data was questionnaire and the data collected was analyzed in the previous chapter.
Conclusion
The study has demonstrated that ICT can be used successfully to teach Economics, that ICT contribute to student’s academic performance and that the use of ICT should be an integral part of the Teacher’s teaching plan. ICT on its own would not lead to successful learning, but with the teacher’s active involvement. Teachers should take advantage of the motivational impact of ICT and use it more often than not. Awareness of the barriers or obstacles associated with the use of ICT like power failures, unsuitable sites and information distractions when learners go on game sites instead of the work assigned. Future studies could focus on the use of ICT in teaching specific topics, classroom management and the specific aspects that raise motivation, learning, attainment and achievement.
Recommendations
From the results of the study, the following recommendations are made:
- Ministry of Education should embark on fostering innovative networking and partnership arrangements with the private sector such as the computer solution companies such as Microsoft Corporation, Oracle Corporation, Intel Corporation, Design Animation, Film Corporation and many others. This will enable schools acquire both hardware and software at cheaper costs;
- More ICT teachers be employed in secondary schools and trained in ICT skills to make them effectively deliver ICT based curriculum. It is crucial that Nigeria has well-trained teachers, able to implement ICT in schools in a mode that brings change from old to new pattern of learning which are much more student centred than before.
- Teachers/students should be given sufficient training on how to use ICT in classroom teaching and learning. Teachers should be trained on entailed use of ICT rather than general training on computer use.
- ICT skill standards for teachers should be set up which offers strategies for planning training needs and staff development programs in order to equip them with essential skills important in teaching Economics using ICT tools in classroom. A more promising way forward should be a sustained professional development plan that draws on teachers local professional communities, encourages constant peer learning by teachers of similar subjects and age groups and supports reflective classroom performance. Teachers themselves need to become constant learners, with traditional teacher training models perhaps being replaced by models that allow teachers to learn independently, at their own rate and supported by ICT. Essential maintenance tools should be tools for self-assessment that direct teachers to appropriate knowledge sources.
- Government and other stakeholders should mobilize resources for equipping schools with ICT infrastructure. There should be recognition that considerable learning could take place while teaching and even by learning from students. Therefore, schools should acquire up to-date ICT infrastructure that teachers and students could train and learn on. Teachers could be encouraged to learn from ICT infrastructure if they have an access to them. This would create interest and therefore encourage its implementation in school.
- To foster a positive attitude to teachers on use of ICT in teaching and learning, there should be comprehensive in-service courses. In-service courses should be designed that will enable all teachers to acquire ICT skills. Continuing professional development of teachers is central to successful implementation of ICT in school.
- Teachers need examples of good practice and leadership from their school leaders and necessary time for professional development, in order to successfully implement ICT in schools. Use of ICT by school leaders will have an encouraging commendable result on those teachers who may have a more unwilling attitude towards the technology, providing them a good encouragement to give a try. They need to be transformed from information consumers, using internet to access resources and information, into information producers who adapt the ICT for their particular cultural and educational reality.
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