CHAPTER ONE
INTRODUCTION
1.1Background of the Study
The importance of ICT is quite evident from the educational perspective. Though the chalkboard, textbooks, radio/television and film have been used for educational purpose over the years, none has quite impacted on the educational process like the computer. While television and film impact only on the audiovisual faculties of users, the computer is capable of activating the senses of sight, hearing and touch of the users. ICT has the capacity to provide higher interactive potential for users to develop their individual, intellectual and creative ability. The main purpose of ICT consists just in the development of human mental resources, which allow people to both successfully apply the existing knowledge and produce new knowledge (Shavinina, 2001).
The collective and rigid nature of learning and the passive nature of the learning associated with the use of radio, television and film do not contribute any innovative changes to traditional methods in education system. Information and communication technologies are being used in the developed world for instructional functions. Today, computers perform a host of functions in teaching and learning especially as many nations are adding computer literacy, reading and writing literacy skills students will need for succeeding in a technologically developed world (Thomas, 2005). At the instructional level, computers are used by pupils to learn reading, mathematics, social studies, art, music, simulation and health practices.
In educational multimedia application, Shavinina (2006) asserted that today’s learning contents are domain-specific products and that they dominate the world market. According to Shavinina (2006), domain-specific educational multimedia is directed to knowledge acquisition skills development in the language arts, history, physics, literature, biology and so on.
There is no doubt that ICT provides productive teaching and learning in order to increase children’s creative and intellectual resources especially in today’s information society. Through the simultaneous use of audio, text, multicolor images, graphics, motion, ICT gives ample and exceptional opportunities to the pupils to develop capacities for high quality learning and to increase their ability to innovate.
Nigeria cannot afford to lag behind in using multimedia to raise the intellectual and creative resources of her citizens especially the children. This is particularly important for children whose adulthood will blossom in a cyber environment entirely different from that of the present (Shavinina, 2006). Nigerian children need to be taught by radically new educational programme and variety of educational contents with multimedia playing key role (Ayo, 2000).
Technology plays a significant role in all aspects of life today, and this role will only increase in the future. The potential benefits of technology for young children’s learning and development are well documented (Wright & Shade, 1994). As technology becomes easier to use and early childhood software proliferates, young children’s use of technology becomes more widespread. Therefore, early childhood educators have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children.
Computers supplement and do not replace highly valued early childhood activities and materials, such as art, blocks, sand, water, books, exploration with writing materials, and dramatic play. Research indicates that computers can be used in developmental appropriate ways beneficial to children and also can be misused, just as any tools can (Shade & Watson, 1990). Developmental appropriate software offers opportunities for collaborative play, learning and creation. Educators must use professional judgment in evaluating and using this learning tool appropriately, applying the same criteria they would to any other learning tool or experience. They must also weigh the costs of technology with the costs of other learning materials and programme resources to arrive at an appropriate balance for their classrooms.
Computers are intrinsically compelling for young children. The sounds and graphics gain children’s attention. Increasingly, young children observe adults and older children working on computers, and they want to do it. Children get interested because they can make things happen with computers. Developmentally appropriate software engages children in creative play, mastery learning, problem solving, and conversation. The children control the pacing and the action. They can repeat a process or activity as often as they like and experiment with variations. They collaborate in making decisions and share their discoveries and creations (Haugland & Shade, 1990).