CHALLENGES FACING THE USE OF ICT ELEMENTS IN TEACHING COMPUTER EDUCATION IN SENIOR SECONDARY SCHOOLS

Code No: 427234

₦5,000.00

ABSTRACT

Table of Content

TABLE OF CONTENTS

TITLE PAGE

CERTIFICATION

APPROVAL

DEDICATION

ACKNOWLEDGEMENT

TABLE OF CONTENTS

ABSTRACT

CHAPTER ONE ×ƒ INTRODUCTION

Background of the Study

Statement of the Problem

Purpose of the Study

Significance of the Study

Scope of the Study

Research Questions

CHAPTER TWO×ƒ REVIEW OF RELATED LITERATURE

Conceptual Frame Work

ICT

ICT elements

Theoretical Studies

Integration of ICT in Secondary Schools

Teachers’ attitude and belief in usage of ICT elements

Availability of ICT elements in secondary Schools within Anambra State.

Empirical Studies

Challenges facing the use of ICT elements

Summary of Literature Review

CHAPTER THREE ×ƒ METHODOLOGY

Research Design

Area of the Study

Population of the Study

Sampling and Sampling Technique

Instrument for Data Collection

Validation of Instrument

Method of Data Collection

Method of Data Analysis

The research focuses on challenges facing the use of ICT element in Senior Secondary Schools. It was carried out in Awka metropolis of Anambra State covering over 6,500 students and 300 teachers; a survey research was used in which 10 computer subject teachers and 200 students were adopted from 10 Secondary Schools using simple random sampling technique. Challenges facing the use of ICT element, the extent of availability of ICT elements and the competence of teachers and students in using ICT elements formed the basis of the research. Major challenges confronting the usage of ICT elements were found to be lack of technical knowhow, paucity of elements, lack of comprehensive ICT policy, unsteady power supply and poor funding. The paper conclude and recommend that to facilitate proficient use of ICT element in teaching computer subject in our secondary schools, appropriate method of teaching have to be adopted by teachers, constant power supply as well as good funding should also be maintained.

CHAPTER 1

INTRODUCTION

Background of the Study

To meet up with the goal of training students who will be professionals and proficient in the future, computer science education as well as the use of ICT (Information and Communication Technology) elements in secondary schools has become a necessity.

What is ICT? ICT is an acronym for “Information and Communication Technology”. Beyond this acronym, there is no universally accepted definition of ICT because the concepts, method and use involve in ICT are constantly evolving in almost daily bases. ICT elements are automated computers, internets, cell phones, projectors, robots, interactive multimedia, software applications, automated software systems and digital facilities that already exist to help individuals (students and teachers), schools and organization with accessing information as well as facilitating efficient flow of enterprise operations and management in companies. ICT is making strong inroads into nearly every aspect of life. Okeke (2010) succinctly made it clear that the world is fast growing into a global village where information and communication technology as well as use of its elements are gaining prominence. Development is partly determined by the ability to establish a synergetic interaction between technological innovation and human values.

The rapid rate at which ICT have evolved since the mid-20th century, the convergence and pervasiveness of ICTs give them a strong role in development and globalization (Nwagwu 2006) hence ICTs have a significant impact on all areas of human activity (Brakel and Chisenga, 2008). The field of education has been affected by ICT which has undoubtedly affected teaching, learning and research (Yusuf, 2005).

A great deal of research has proven the benefits of ICT elements to the quality of education (Al-Ansari 2006). ICT elements has the potential to accelerate, enrich and deepen skills to motivate and engage students to work practices, create economic viability for tomorrow’s workers as well as strengthening teaching and helping schools change (Daris & Tearle, 2009, Yusuf 2005). Aiken (2002) Recognized that ICT and use of its elements hold the promise of increased learning and productivity across the curriculum. The use of ICT elements in teaching will prepare the students to be proficient in their use of technology. It will help them with perfect selection of ICT tools for a given task as well as finding relevant and appropriate electronic information sources. It will help teachers communicate to a variety of large audience. The use of ICT elements in school curriculum depends on the teachers who will use the ICT elements to teach the students. This requires that teachers have the capacity to incorporate ICT into teaching. (Osadalor, 2008). Concerned with ensuring the availability of ICT Elements in schools, National policy on Education (Federal Republic of Nigeria, 2004) stated that government shall provide facilities and infrastructures necessary for the promotion of ICT in Schools. Government has gone ahead to implement this through school computer initiative like the School Net Program. (Ezekwesili 2006).

The Anambra State government has also made a key effort in this regard by providing computer to several secondary schools in the state; But the sad story is that many of the secondary schools that received these computers do not use them for either administrative or curriculum purposes. The requirements for the use of ICT elements in secondary schools include trained ICT complaint teachers, internet access, comprehensive ICT policies and funding.

In developing countries like Nigeria, these requirements are limited posing lots of challenges; this research therefore aims at examining the challenges facing the use of ICT elements for teaching computer science education in Senior Secondary Schools. This will help to re-enforce plans towards these challenges and help improve the efficiency of teachers’ delivery of computer science education in secondary schools in Anambra state.