ASSESSMENT OF TEACHERS ATTITUDE TOWARDS APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING JUNIOR SECONDARY SCHOOL STUDENTS IN THE FEDERAL CAPITAL TERRITORY, ABUJA
ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
ASSESSMENT
OF TEACHERS ATTITUDE TOWARDS APPLICATION OF INFORMATION AND COMMUNICATION
TECHNOLOGY IN TEACHING JUNIOR SECONDARY SCHOOL STUDENTS IN THE FEDERAL CAPITAL
TERRITORY, ABUJA
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Nigeria have
witness the development of ICTs in various sectors over the last decade
including education. The growing trend in the use of ICT has created a great
deal of knowledge about how ICTs are being used in developed countries with
Nigeria inclusive, there is not much information on the attitude of teachers to
the application of information and communication technology especially in the
secondary schools. Looking at the developing countries according to Hawkins
(2004), 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 the attitude of teachers and students to the
application of information and communication technology 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, 2006). 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.
Information
communication technology covers computer and 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 current application 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.
Information
communication technologies (ICTs) are information handling tools that are used
to produce, store, and process, distribute and exchange information. These
different tools are now able to work together, and combine to form networked
world- which reaches into every corner of the globe (UNDP Evaluation Office,
2001). It is an increasingly powerful tool for participating in global markets,
promoting political accountability; improving the delivery of basic services;
and enhancing local development opportunities (UNDP, 2006). To Ogunsola (2005)
ICT “is an electronic based system of information transmission, reception,
processing and retrieval, which has drastically changed the way we think, the
way we live and the environment in which we live”. It can be used to access
global knowledge and communication with other people (Ogunsola, 2005). Students
who learn with ICTs 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, 2002). In addition, through ICT, students extend
and deepen their knowledge, investigation, and inquiry according to their needs
and interest when access to information is available on multiple levels (CEO
Forum on Education and Technology, 2001).
Technologies
available in classrooms today ranges from simple tool-based applications (such
as word processors), to online repositories of scientific data. Others are
primary historical documents, handheld computers, closed-circuit television
channels, and two-way distance learning classrooms. Prensky (2005) asserts that
even the cell phones that many now carry with them can be used to learn.
According to Lei and Zhao (2006) each technology is likely to play a different
role in students learning. Rather than trying to describe the impact of all
technologies as if they were the same, researchers need to think about what
kind of technologies are being used in the classroom and for what purposes.
These usability guide the teachers attitude to the application of these
equipments. Students can learn from computers where technology are used
essentially as tutors and serve to increase student’s basic skills and
knowledge. Moreover, they can learn with computers where technology is used as
tool that can be applied to a variety of goals in the learning process and can
serve as a resource to help develop higher order thinking, creativity and
research skills (Ringstaff and Kelley, 2002).
1.2 STATEMENT OF THE PROBLEM
It is
observed that some studies have been conducted on uses of ICTs by teachers
particularly on the issue of their professional development. There has not been
any study on the attitude of the teachers to the use and application of ICT
where there are resources and material to maintain them in Nigeria. However,
the application of ICTs by teachers in Nigeria is just beginning to gain
popularity and researches in the area have just started emerging. Emphatically,
the application 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 assess the attitude towards application
of information and communication technology in teaching junior secondary school
students.
1.3 OBJECTIVES OF THE STUDY
The
following are the objectives of this study:
To examine
the teachers attitude towards application of information and communication
technology in teaching junior secondary school students
To examine
the availability of information and communication technology equipment in
Junior secondary schools in Nigeria.
To examine
the advantages of the use of information and communication technology in
teaching junior secondary school students.
1.4 RESEARCH QUESTIONS
What is the
teachers attitude towards application of information and communication
technology in teaching junior secondary school students?
What is the
availability of information and communication technology equipment in Junior
secondary schools in Nigeria?
What are the
advantages of the use of information and communication technology in teaching
junior secondary school students?
1.5 HYPOTHESIS
HO: Teacher
do not have positive attitude towards the application of information and
communication technology in teaching junior secondary school students.
HA: Teacher
do have positive attitude towards the application of information and
communication technology in teaching junior secondary school students.
1.6 SIGNIFICANCE OF THE STUDY
The
following are the significance of this study:
The results
from this study will educate the education administrators and the general
public on the teachers attitude towards application of information and
communication technology in junior secondary schools in Nigeria with the view
of ascertaining factors that bring about positive attitudes from teachers in
the application of ICT.
This
research will be a contribution to the body of literature in the area of the
effect of personality trait on student’s academic performance, thereby
constituting the empirical literature for future research in the subject area
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment