Project Material on; The use of ICT in programming library resources, A case study of NOUN Minna study centre

Project Material on; The use of ICT in programming library resources, A case study of NOUN Minna study centre

CHAPTER ONE

INTRODUCTION

1.1              INTRODUCTION

Africa have witness the development of ICTs in various sectors over the last decade including education. The change from teacher-centred education system to learner centred education the world over in the past view years contributes to the use of ICTs in education. Borrowing from the word “Knowledge –Driven world” as conceived by (Hawkins, 2014; Inwent, 2014), it means that education reform practices should focus on equal access and quality of education which should highlight the importance of change in the education sector through use of ICTs and equipping new generations with enhanced skills to operate in the 21st century. The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being introduced into schools in developing countries (Beukes-Amiss and Chiware, 2006). Looking at the developing countries according to these authors, there is generally limited access time per month using ICTs by both the teachers and students, and even less time spent with reliable Internet access. It should be noted that availability of ICTs vis-à-vis access in term of ratio of teachers and students differs significantly. Despite this, the new and emerging technologies challenges the traditional process of teaching and learning, and the way education is managed.

While information communication technology is an important area of study in its own right, it is having a major impact across all curriculum areas. Easy worldwide communication provides instant access to vast array of data, challenging assimilation and assessment skills Fowowe, (2016). Rapid communication plus increased access to ICTs in the home, at work, and in educational establishment, could mean that learning becomes a truly lifelong activity- an activity in which the pace of technological change forces constant evaluation of teaching process itself. Formerly, the term IT was used to mean ICT, the term which was synonymous with computer but as the passage of time, it covered other equipment created to enhance acquisition, storage and dissemination of information materials. Most of these equipments were initially confine to the vicinity of offices. Libraries in the course of time embraced the use of these equipments to carry out their day-to-day activities as usage was adapted to carry out some routine activities. It functions does not end there. The current issue is the use of ICTs in the classroom by the teachers. This includes specifically the use of computers, Internet, telephone, digital camera, data projector, etc. As the world continues to revolve around technology, teachers need to continue incorporating these new technologies into their teaching. Meanwhile, it is observed that some studies have been conducted on uses of ICTs by teachers particularly on the issue of their professional development. Most of these studies were carried out in developed countries where the use of ICTs has come of age, and where there are resources and material to maintain them. However, the use of ICTs by teachers in Nigeria is just beginning to gain popularity and researches in the area have just started emerging.

Emphatically, the use of ICTs by teachers to teach the students is highly advantageous. This is because its enable them to demonstrate understanding of the opportunities and implications of the uses for learning and teaching in the curriculum context; plan, implement, and manage learning and teaching in open and flexible learning environment UNESCO, (2004). In the light of these therefore, more research is needed to showcase further development of ICTs use by secondary school teachers in Nigeria.

Information Communication Technology refers to any electronic means of capturing, processing, storing, and dissemination of Information. It is a combination of Information Technology (IT) and Communication Technology (CT). Hamza (2017) refered to Information Technology (IT) as the packaging and processing of Information, while Communication Technology (CT) involves the interaction, exchange, and linkage of Information and data base between users through networking. Hamza (2006) also defined ICT as the integration between computer and all sorts of electronic communication devices in order to enhance quicker access and dissemination of information.

Advances in Information and Communication technologies have brought about exciting opportunities for fundamental changes in education. Creating a vivid, playful, interactive learning environment with the support of multimedia presentations helps to provide an easy platform of learning that can support knowledge dissemination engagement or cognitive control. Suwaid (2013) asserted that children who learn informally through the use of technology devices seem to be high achievers at school as they give more meaning to such items they come in contact with, they develop more interest to complex toys and other machines with key pads and buttons. Modern Information and Communication Technology is very important in teaching and learning. For example the use of computers, television, radio, internet etc brings about easy access to information, making learning more flexible and interesting. The impact of Information and Communication Technology has been felt in the home, in the school, in the area of training, defence and security, finance and commerce, in the manufacturing industries, and in the offices etc.

1.2              BACKGROUND OF THE STUDY

The Nigerian National policy on Information Technology define Information Technology to include any equipment or interconnected system or subsystem of equipment, that is used in the automatic acquisition, storage, manipulation, management, movement control, display, switching, interchange, transmission or reception of data or information.Information and communication technologies (ICT) are electronic technologies used for information storage and retrieval. Development is partly determined by the ability to establish a synergistic interaction between technological innovation and human values. The rapid rate at which ICTs have evolved since the mid 20th century, with its convergence and pervasiveness giveit a strong role in development and globalization Nwagwu, (2016). ICTs have a significant impact on all areas of human activity Brakel and Chisenga, (2013.

The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, and research Yusuf, (2015). A great deal of research has proven its benefit to the quality of education Al-Ansari, (2016). ICTs have the potential to accelerate, enrich, and deepen skills, to motivateand engage students, to help relate school experience to work practices, create economic viability fortomorrow's workers, as well as strengthening teaching and helping schools change Davis and Tearle, (2019); Lemke and Coughlin, 2018; cited by Yusuf, (2015).

Students who use ICT gain deeper understanding of complex topics and concepts and are more likely to recall information and use it to solve problems outside the classroom, Apple Computer, (2012). Students have reported that they benefit more when they are left to interact with computers. ICT has a well organized layout, the instructions were clear, and that the theme was fun or motivating Kay, (2017). ICT that utilize a visual dimension, including digital video, photography or video conferencing are found to be engaging for students Condie& Munro, (2017). They provide a stimulus for collaborative working and discussion amongst fellow students and teachers that enable the students to take control of their own learning process. These technologies appear to be especially effective when used with groups of students with special or additional needs. In addition, through ICT, students extend and deepen their knowledge, investigation, and interest when access to information is available on multiple levels (CEO Forum on Education and Technology, (2011).

Adeogun (2013) emphasized that ICT have broken the barriers of time, distance and location which use to impede the growth of formal education. Information and Communication Technologies have also had profound impact on the tasks and skills of teachers in both the pattern and quality of lecture delivery (Mogbo, 2002). Rapid development of ICT has led to many changes in the responsibilities of the academics in tertiary institutions. The traditional methods of carrying out academic work are fast becoming inappropriate. Ehikhamenor (2002) stated that ICT are changing the ways in which academics seek information, communicate with each other, conduct research and distribute research results. All these point to the fact that Information and Communication Technologies are very important for effective teaching, learning, and research activities in an academic environment.

Concurrently, nations of the world have the obligation of giving her citizens basic education. Basic education is essential for an individual to be able to access and apply information. The Economic Commission for Africa (ECA) has indicated that the ability to access and use information is no longer a luxury, but a necessity for development. Unfortunately, many developing countries in Africa, especially Nigeria are still low in the integration, application and use of ICT in their educational curriculum (Esther & Michael, 2011). The National policy on education on secondary education also recognizes the prominent role of Information and Communication Technology (ICT) in knowledge advancement and therefore noted that Government shall provide necessary infrastructure and training for the integration of ICT in the school system.In relation to this, the first mission statement of the national policy for Information and Communication Technology is to use ICT for education. It further has integration of ICT into the mainstream of education and training as one of the general objectives. This will undoubtedly be an innovation in the Nigerian educational system; Nigeria’s ICT policy’s vision statement is to make Nigeria an ICT capable country in Africa and a key player in the information society by the year 2020, using it as the engine for sustainable development and global competitiveness.

In her education, Nigeria presently runs the 9-3-4 educational system which is broadly divided to three segments of basic education, senior secondary and higher education. Here, the primary and the junior part of secondary education is a compulsion one for all children as embedded in the universal basic education policy which is a derivative of the global Education for All (EFA). In line with the global trend on information technology application in education, the government of Nigeria has integrated its educational use in the general objectives of the national policy on information technology. The sixteenth objective as stated in the policy is ‘to integrate IT into the mainstream of education and training’. This also explains why the National policy on Education (2004) specifically stated on secondary education that ‘government shall provide necessary infrastructure and training for the integration of ICT in the school system in recognition of the role of ICT in advancing knowledge and skill in the modern world. This indicates that the Nigerian society also recognizes the importance of IT in its secondary education.

The national educational goals which are derived from the country’s philosophy and goals include, “the acquisition of appropriate skills and the development of mental, physical and social abilities and competencies as equipment for the individual to live in and contribute to the development of the society” (Federal Republic of Nigeria (FRN), 2004:8). In order to realize fully the potentials of the contributions of education to the achievement of the national educational goals, emphasis is placed on the broad goals of secondary education which aim at preparing individuals for “useful living within the society and for higher education” (FRN, 2014:18). More specifically, in the junior secondary school, the curriculum provides for the academic, sciences and pre-vocational subjects. The focus of the secondary education at the junior level targets the realization of the following goals, “to offer diversified curriculum to cater for the differences in talents, opportunities and future roles; to provide trained manpower in the applied sciences, technology and commerce at sub-professional grades, and to provide technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development” (FRN, 2014:17-19). These goal statements had guided the efforts toward the developing of new curricula for the junior secondary education in basic science which encompass, “physics, chemistry, biology” (FRN, 2004:20).

Basic science, formerly known as Integrated Science, is the first form of science a child comes across at the secondary school level; hence basic science prepares students at the Junior Secondary School level for the study of core science subjects (physics, chemistry, biology) at the Senior Secondary School level Olarewaju, (2014). This implies that for a student to be able to study single science subjects at the Senior Secondary School level successfully, such student had to be well grounded in basic science at the Junior Secondary School level. In view of this, basic science is given great emphasis in the Junior Secondary School curriculum. The principal reasons why Nigerian Government started Basic Science teaching in Nigerian secondary schools are as follow:

·         To provide students at the Junior Secondary School level a sound basis for continuing science education either in single science subjects or further integrated science;

·         To enhance the scientific literacy of the citizenry;

·         To allow students to understand their environment in its totality rather than in fragments;

·         To allow the students to have general view of the world of science;

·         The processes of science serve as unifying factor for the various science subjects. It is necessary for the learner to know these processes through integrated approach of learning science Federal Ministry of Education, (2011).

Despite government’s efforts to encourage integration of information and communication technology (ICT) for science teaching and learning among Nigerian students right from the Junior Secondary School level, the performance of students in core science subjects and science oriented courses at the Senior Secondary School level and tertiary institutions level respectively, is not encouraging (Oludipe, 2010).Higher education institutions, especially those in the West, have adopted ICT as a means to impart upon students, the knowledge and skills demanded by 21st century educational advancement (UNESCO, (2002a) in Nwachuku, (2009)). According to UNESCO (2002b) in Nwachuku (2009), ICT now permeates the education environment and underpins the very success of 21st century education. ICT also adds value to the processes of learning and to the organization and management of learning institutions. Also, Technologies are a driving force behind much of the development and innovation in both developed and developing countries. As such, all countries must seek to benefit from technological developments. To be able to do so, professionals have to be educated with sound ICT integration, independent of specific computer platforms or software environments, to meet the required competencies of the ever-changing global environment.

This is evidence by a survey conducted by education.au (2008a, 2008b) which found out that secondary school teachers rated infrastructure, bandwidth, equipment reliability and access, alongside limited access to computers or internet connection as barriers to ICT integration. Secondary school teachers indicated infrastructure, bandwidth, equipment reliability and access as well as blocking or filtering of internet content as their most common barriers. However, perhaps the greatest barrier for most teachers in adopting ICT for their classroom teaching was their lack of understanding of the new technology. Equally, Teacher familiarity and professional development with ICT has been found to be low (Freebody, Reimann& Tiu, 2018).Hence this research study examines ICT integration in the teaching of Basic Science in Junior Secondary Schools in AMAC secondary schools, Abuja. 

1.3     STATEMENT OF THE PROBLEM

The trend in all the great nations of the world, like United States, Britain, Germany and Japan is the integration of information and communication technology (ICTs) and electronic resources in all facet of life. Hence, research attention is been geared towards integration of Information and Communication Technology (ICT) and electronic resources. Efforts made so far by the government towards ICT integration in Nigeria include the launching of the National Telecommunication Policy in September 2000, development of a comprehensive science and technology policy in 2001, the development and launching of the National IT policy in 2001, the establishment of the National Information Technology Development Agency (NITDA) in 2001, and the launching of the Nigeria satellite systems programme by the National Space Research and Development Agency (NASRDA) in 2001. Other efforts made are: the granting of license to mobile telephone network operators beginning with MTN in 2001, development of a ministerial initiative on e-education for the Nigerian education system by the Federal Ministry of Education in 2004, formulation and presentation of IT bill to the national assembly in 2006, and the organisation of computer training for teachers across the country by Educational Trust Fund (ETF) in 2006.Despite these efforts, Information and Communication Technologies (ICTs) integration is still marked with apathy on the part of science teachers and students, possibly due to lack of basic ICT skills and electronic resources for effective academic activities in schools. This study therefore examines ICT integration in the teaching of basic Science in Junior Secondary Schools in AMAC secondary schools, Abuja. 

1.4     OBJECTIVES OF THE STUDY

The purpose of this study was to determine:

i.          The extent of students perception of ICT integration in the learning of Basic science  in AMAC secondary schools, Abuja .

ii.         The extent of teachers perception of ICT integration in the teaching of basic science  in AMAC secondary schools, Abuja.

iii.        The extent of Information and Communication Technologies (ICTs) integration in the teaching of Basic Science in junior Secondary Schools in AMAC secondary schools, Abuja 

1.5     RESEARCH QUESTIONS

1. The significant use of information technology toward student’s perception of ICT integration in the learning of basic science?
2. What is the extent of teacher’s perception of ICT integration in the teaching of basic science?
3. Has information technology help in the teaching of Basic Science in AMAC secondary schools, Abuja?  

1.6     STATEMENT OF HYPOTHESIS

Hypothesis One:

Ho: The use of ICT is not effective on teaching and learning of Basic Technology in AMAC secondary schools, Abuja.

Hi: ICT use is effective on teaching and learning of Basic Technology in AMAC secondary schools, Abuja.

Hypothesis Two:

Ho: There’s no significance improvement amongs student on the perception of ICT integration in the learning of Basic science.

Hii: There’s a significance improvement amongs student on the perception of ICT integration in the learning of Basic science.

Hypothesis Three:

HO: There's no significant need of Information and Communication Technologies (ICTs) integration in the teaching of Basic Science in junior Secondary Schools, Abuja. 

Hiii: There's significant need of Information and Communication Technologies (ICTs) integration in the teaching of Basic Science in junior Secondary Schools,  Abuja.

1.7     SIGNIFICANCE OF THE STUDY

The significance of the study is centered on the students, teachers, educational planner, administrators, government and the general public.  There are a lot of benefits to derive on the effective use of ICT in teaching and learning of Basic Technology. This study is very important in various ways. It is expected to identify the perception of students’ and teachers’ Information and Communication Technology (ICT) integration for academic activities. The results of this study are expected to unfold the problem which the students face on the use of ICT and electronic resources and how the problem affects their overall performance in school, especially in basic science. Knowledge of Information and Communication Technology (ICT)integration and electronic resources will help the Government, school Administrators, Parents and Science Teachers to start working together towards alleviating some of the problem face by the students in integrating information and communication technology (ICT) for better educational outcome.

This study will also benefit administrators and educators in pursuing knowledge that will assist in determining the important variables as well as recognizing access to ICT infrastructure and resources in successful academic performance.

The study will also help to reduce increased dropout rate in the country (especially for students) that lack ICT skills thus increasing literacy rate as well as level of ICT integration among students and teacher. Finally, the study will also be beneficial to students as it will enlighten them on the need to take their educational life more seriously especially with the integration of ICT, so as to contribute to the development of science and technology in the country (Nigeria).

1.8     SCOPE AND LIMITATIONS

The study will cover only five junior secondary Schools in Abuja. The schools in Abuja will be stratified into public and private schools. Stratified random sampling technique will be used in selecting thirty junior secondary students and ten teachers from schools selected for the study. In all, a total sample of twenty (20) junior secondary school students and teachers will be the sample for the study.

This study will also determine both students and teachers perceptions toward ICT integration for academic activities such as preparing for Exams, preparing for class test, preparing for term paper assignment, preparing for seminars/ workshops and preparing for group discussion in which the following ICT skills possessed by the students and teachers were used for; setting up the computer and its peripheral devices, loading various software’s, utilizing a printer, using a scanner, using various operating system tools, choosing computer software suitable for students with special needs, troubleshooting simple computer malfunctions, using a digital camera, formatting disk, using the internet, Using E-mail.

1.9     JUSTIFICATION OF STUDY

The findings of the study will encourage teachers and students to develop skills and competencies in ICT technologies for teaching and learning in schools. Curriculum planners will be made to design curriculum that will implement effective approaches to ICT technology driven education at the 21st century in schools syllabus contents which will improve students’ skills and competencies for employability and self sustainability. The study will provide improved performance in terms of teaching and learning abilities of teachers and. It will also promote conveniences and flexibility of students through self paced and time, as well as increased access to best quality instructors through sharing of knowledge across borders, via online internet connectivity. 

1.10    DEFINITION OF TERMS

Information: This can be refers to as process data

Communication: This is the act of passing information.

Information and Communication Technology: This refers to a set of combined technologies that will facilitate not only information processing but also its transmission for purpose of teaching and learning.

Computer: This is an electronic device that accepts data in coded form and processes them to give meaningful information.

Basic Science: this is an integrated science course is a subject that deals with the study of living things and non-living things. It also combines all other science subjects such as physics, biology, health science, agricultural science, geography, etc.

Integration: This is a combination of parts or object that works together well. It is the process of coordinating separate personality elements into a balanced whole or producing behavior compatible with somebody’s environment Encarta (2019).

Junior Secondary School: This is a school which children attend between primary school and secondary school in places which use three or four levels of schooling, typically between the ages of about 10–14 although this varies. More commonly, two levels of schooling are used, with children moving directly from primary to secondary school at about 11 years old.