APPRAISING THE RELATIONSHIP BETWEEN ICT USAGE AND INTEGRATION IN SOCIAL STUDIES EDUCATION AND INSTRUCTION IN SOME SELECTED SECONDARY SCHOOLS
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APPRAISING
THE RELATIONSHIP BETWEEN ICT USAGE AND INTEGRATION IN SOCIAL STUDIES EDUCATION
AND INSTRUCTION IN SOME SELECTED SECONDARY SCHOOLS
ABSTRACT
The study
attempted to examine the appraisal of the relationship between ICT usage and
integration in Social Studies Education and instruction in some selected
secondary schools in Lagos State. In this study, relevant and extensive
literature was reviewed under subheadings. The survey research design was used
to assess responses of the selected respondents, with the application of the
questionnaire and the sampling technique. A total of 50 (fifty) respondents
were selected and used for this study, which represented the bulk of the
population. Three (3) null hypotheses were formulated and tested in this study,
using the Pearson product moment correlation statistical tool at 0.05 level of
significance. At the end of the analyses, the following findings were obtained:
(i) Hypothesis one found that there
is a significant relationship between social studies teachers’ ICT awareness
and teachers’ experiences in the schools.
(ii) Hypothesis two revealed that there
is a significant relationship between social studies teachers’ ICT integration
and the academic qualification of teachers in schools.
(iii) Finally, hypothesis three indicated
that there is no gender difference in teachers’ performance due to ICT usage in
the school.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Information
Communication Technology (ICT) has proved to be a catalyst to fundamental
changes in the world’s economies and societies. It creates more avenues to earn
income, allows access to useful information, enhances the world of work and
makes the world a global village. The ICT industry spans broadcast, electronics
and print media, computers, telecommunications and e-commerce activities. As
put forward by Oyeyinka et al in 2007, ICT infrastructure is made up of all
physical facilities and technologies engaged in delivering and disseminating
information and communication services in telecommunications, broadcasting,
cable television service, postal service, publishing, education, printing,
computer networks, and a wide range of terminal equipment. The minimum
composition of an ICT infrastructure that would bring about social and
industrial development include: a functional telecommunications network with
voice, data and video transmission to enable an information base that is
adequately networked; local production of ICT equipment and materials; a pool
of human resources with capacity in telecommunications and other related
aspects of the rapidly growing ICT industry; and software development and
production of information technology (IT) and its applications in area of
education that includes teachers training programme and its usage in classroom
situation.
Preparing
teachers to be proficient in ICT usage is a key issue for the field of
education. While many states will scramble to fill as many as two million
teaching positions in the next few years, the public expects teachers to be
able to integrate technology into their instructional strategies. New
technologies are disseminated into our nation's schools at a rapid rate. To
utilize these technologies effectively, teachers need not only to be proficient
in technology but also well versed in the effective integration of technology
into their instruction. The key in meeting this expectation is the teacher
preparation programmes.
Improving
the quality of education through the diversification of contents and methods
and promoting experimentation, innovation, the diffusion and sharing of information
and best practices as well as policy dialogue are UNESCO’s strategic objectives
in Education (UNESCO, 2002). This is because information and communication
technologies (ICTs) have become key tools and had a revolutionary impact of how
we see the world and how we live in it. This phenomenon has given origin to the
contemporary and advances in our ways of life. ICT is having a revolutionary
impact on educational methodology globally. However, this revolution is not
widespread and need to be strengthened to reach a large percentage of the
population. In a complex society like Nigeria, many factors affect its ICTs use
and integration, so an interdisciplinary and integrated approach is therefore
very necessary to ensure the successful development of Nigeria’s economy and
society (Mac-Ikemenjima, 2005).
The academic
landscape in Nigeria includes the teaching and learning process, along with the
educational programmes and courses and the pedagogy or methodology of teaching;
the research process, including dissemination and publication; libraries and
information services; including higher education administration and management
(Beebe, 2004). The integration of Information and Communication Technologies
(ICTs) in higher education programmes and especially in social studies has been
the topic of a good deal of debate. ln Nigeria, the relationship between the
development of ICTs penetration and use in teacher education programs and its
diffusion into the programmes in Faculties of Education and Schools of Education
is dependent upon governmental policies. (Beebe, 2004)
Information
and communication technologies (ICTs) are indispensable and have been accepted
as part of the contemporary world especially in the industrialized societies.
In fact, cultures and societies have adjusted to meet the challenges of the
knowledge age. The pervasiveness of ICT has brought about rapid changes in
technology, social, political, and global economic transformation. However, the
field of education has not been unaffected by the penetrating influence of
information and communication technology. Unquestionably, ICTs has impacted on
the quality and quantity of teaching, learning, and research in teacher
education. Therefore, ICT provides opportunities for student teachers, academic
and non-academic staff to communicate with one another more effectively during
formal and informal teaching and learning (Yusuf, 2005b, pp. 316-321). In the
same vein, teachers need training not only in computer literacy but also in the
application of various kinds of educational software in teaching and learning (Ololube,
2006).
Furthermore,
they need to learn how to integrate ICTs into their classroom activities and
school structure. The quality of teachers is known in virtually all countries
to be a key predictor of student learning (Ololube, 2005a; 2005b). Therefore,
teacher training is crucial using ICTs, because ICTs are tools that on the one
hand can facilitate teacher training and on the other hand help them to take
full advantage of the potential of technology to enhance student learning
(UNESCO, 2003). Correspondingly, ICTs have introduced a new era in traditional
methods of teaching and offering new teaching and learning experiences to both
teachers and students. Hence, Nigerian education environment should take
advantage of this capability to provide easy access of information, since
technologies enable the visualization of educational materials in an innovative
and realistic manner.
1.2 Statement of Problem
There has
been a precarious relationship between social studies education and technology.
While some educators have been fascinated by the potentials of technology to
enhance teaching and learning, many schools have lagged behind in assimilating
technology into instruction (Berson, 1996). Shaver (1999) expressed doubt that
technology will ever incite instructional reform in the social studies
education, and Pahl (1996) noted that social studies educators have been
apprehensive about modifying instruction to incorporate technology. This
lingering apprehension has led some researchers to conclude that social studies
instruction has not appreciably changed as a result of technology (Martorella,
1997; White, 1997).
If the above
situation continues, it will invariably leads to a situation where their would
be no opportunities for student, teachers, academic and non-academic staff to
communicate with one another more effectively during formal and informal
teaching and learning. Therefore, this research is set to determine the extent
of social studies teachers’ exposure to ICT usage and how schools and teachers
have been able to integrate technology into their activities
1.3 Purpose of the Study
The purpose
of this study is appraising the relationship between ICT usage and integration
in social studies education and instruction in some selected secondary schools
in Lagos. Specifically the study will;
1. Determine the extent of Social Studies
teachers’ awareness of ICT for Social studies instruction
2. Determine the level of ICT integration
into Social Studies education
3. Investigate how Social Studies teachers
are using technology in their instruction
4. Determine the competence of social studies
teachers in the use of technology in their instruction.
1.4 Research Questions
In order to
understand the relationship between technology innovation and social studies
education, this research focuses on the use of technology in Social Studies
instruction. This survey research addresses the following questions:
2. What is the level of ICT awareness of
Social Studies teachers in schools?
3. To what extent do social studies teachers
currently integrate technology into their instruction?
4. In what ways are Social Studies teachers
using technology in their instruction?
5. What is the level of teacher’s competence
in the use of ICT in Social studies instruction?
1.5 Research Hypotheses
1. There is no significant difference in
Social Studies teachers ICT awareness based on gender, years of teaching
experience and academic qualification
2. There is no significant difference in
Social Studies teachers ICT integration based on gender, years of teaching
experience and academic qualification.
3. There is no significant difference in
Social Studies teachers’ level of technology use based on gender, years of
teaching experience and academic qualification.
1.6
Significance of the Study
The research
results will have implications for future policy regarding technology training
of teachers and the development of strategic plans aimed at encouraging
technology-based innovation in teacher instructional methods and particularly
in Social Studies education
1.7 Scope of the Study
This study
appraises the relationship between ICT usage and integration in social studies
education and instruction in some selected secondary schools in Lagos state
1.8 Limitation of the Study This
research will be limited to five junior secondary schools in Ajeromi- Ifelodun
Local Government area in Lagos state because there will not be enough time and
resources to covers all the junior secondary schools in Lagos state
1.9 Definition of Terms Used in the Study
For the
purpose of clarity and to avoid ambiguity, some of the terms that are used in
the study are defined operationally below:
Technology:
Technology in this study refers to tools and machines that may be used to solve
real-world problems. It also refers to material objects of use to humanity,
such as machines, hardware, software, systems, methods of organization and
techniques ((The American Heritage® Dictionary of the
English
Language, Fourth Edition Copyright © 2007 published by Houghton Mifflin
Company.
Innovation:
The term is used in the study to refer to both radical and incremental changes
to ICT products and processes. In the organizational context, innovation is
linked to performance and growth through improvements in efficiency,
productivity, quality, competitive positioning, market share, etc. (Wikipedia,
the free encyclopedia)
ICT: ICT
Generally referred to as Information Communication Technology and includes all
electronic technologies and equipment used in facilitating information
processing and communication. ( (Wikipedia, the free encyclopedia)
Instruction:
In education, instruction is define as the act of teaching according to
Advanced Learner’s Dictionary,8th edition
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