INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY INTO TEACHING AND LEARNING IN SECONDARY SCHOOLS IN ESAN WEST LGA

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

There is no doubt that Information and Communication Technology (ICT) is a tool that can be applied to all aspects of human endeavor including teaching and learning. In this 21st century, education advances with the help of technology, it is crystal clear that the modern-day classroom needs are very different from the conventional classroom needs. However, as the world moved rapidly to digital media and information, it's role in education is becoming increasingly important and will continue to grow and develop in the 21st century (Noor-Ul-Amin, 2013), it has significantly brought waves of industry transformations, which is also visible in education industry. The rapid development of computer and communication technology contributed to the teachers’ use of ICT. Information and Communication Technology in education is further used to enhance creativity, interaction and knowledge sharing which are key to learning in university education. During the last two decades higher education institutions have invested heavily in information and communication technologies (ICT). ICT has had a major impact in the university context, in organization and in teaching and learning methods (Youssef and Dahmani, 2018).

ICT can be defined as computer-based tools and techniques for gathering and using information. According to Buabeng-Andoh (2012) many governments started a global investment in ICT to improve teaching and learning in schools, this has paved way for substantial educational opportunities for students. In Nigeria, several sectors of the economy including educational sector have already adopted ICT as a tool for improving people, processes and procedures. E-Learning has gained popularity amongst the students in Nigeria University, its adoption becomes more pronounced during the COVID-19. Although, the adoption of ICT in developing countries is often limited because of the cost implications of procurement of IT, lack of maintenance culture in managing ICT facilities, dearth of technical know-how and so on. Process of adoption of ICT is not a single step, but it is ongoing and continuous steps that fully support teaching and learning and information resources (Young, 2003). ICT has the potential to contribute to substantial improvements in the educational system (Moursund, 2005), it can also be used to improve the quality of teaching and learning in the school system and also provide innovation for teaching and learning. ICTs is defined as 'a variety of technological tools and resources used to communicate, create, publish, store and manage information'. This technology is inclusive of computers, the Internet, broadcast technology (radio and television), and telephone communications (Al- Mamary, 2020). The use of ICT in appropriate contexts in education would not only enhances it but also add value to teaching and learning, this is by aiding the effectiveness of learning, or by adding a new dimension which has not been previously used in learning. ICT may also be a significant motivational factor in students’ learning and can support students’ engagement with collaborative learning. For example, students can now access the Internet from their home computers, which have the potential to reduce the barriers of classroom instruction and provide teachers with many new opportunities for instruction. ICT has opened new career opportunities for students who are driven to explore and learn at their own pace and time.

Information Communication, and Technology (ICT) in education refers to the use of computer- based communication that incorporates into daily classroom instructional process. The 21ST century has witnessed the development of learning technologies which caused positive changes in education system. This is due to the capability of technology to provide a proactive, easy access, creative and comprehensive teaching and learning environment. There is an increasing affinity of students for new technologies and products as there is a huge potential for technology to be integrated into education industry. Students are embracing ‘self-learning’ through e- learning teaching models which act as a significant communication bridge between students and teachers. ICT helps both teachers and students to learn about their respective subject areas. Since students are familiar with technology, learning better with technology-based environment become easier, the issue of ICT integration in schools, specifically in the classroom is vital.

 

ICT has leveraged the dissemination of information of sparse educational resources for widespread availability or reach. Lecturers relied on technology to make the class interesting, this allows them to give some practical insights on one hand while on the other hand, students use it to gain an in- depth knowledge of the subject where they have interest. Gone are the days when lecturers must lecture through blackboards in a lecture hall. According to Winzenried, Dalgarno and Tinkler (2010) teachers who have gone through ICT course are more effective in teaching by using technology tools as opposed to those that have no experience in such training. Studies reveal that the creative use of Information and Communications Technology in education has the capacity to increase the quality of people’s lives by enhancing teaching and learning (Goyal, 2017). With ICT teaching and learning is not only happening in the school environment but can also happen when students are physically in distance.Computers and technology does not replace quality teachers but rather they are considered as an add-on supplements needed for the better teaching and learning. There is also a need to show that education should be seen as using technology not only as an end in itself, but as a means to promote creativity, empowerment and equality and produce efficient learners and problem solvers.

 

STATEMENT OF PROBLEM

1.1 Background of the Study

In the 21st century, Information and Communication Technology (ICT) has become an integral component of educational systems worldwide. Its integration into teaching and learning processes has been heralded as a transformative force that enhances educational outcomes, facilitates access to information, and fosters collaborative learning (Niemi, 2006). However, despite its potential benefits, the adoption and effective use of ICT in secondary schools, particularly in the Esan West Local Government Area (LGA), remains a critical concern.

Esan West LGA, situated in Edo State, Nigeria, has experienced various educational reforms aimed at improving the quality of teaching and learning. Despite these efforts, the extent to which ICT is utilized in the region's secondary schools is not well-documented. Understanding the relationship between ICT adoption and its impact on teaching and learning is essential for developing strategies that can enhance educational practices and outcomes in this context.

1.2 Statement of the Problem

The integration of ICT into educational settings presents both opportunities and challenges. In secondary schools within Esan West LGA, there is limited empirical evidence on the factors influencing ICT adoption, the effectiveness of ICT in enhancing teaching and learning, and the support provided by existing ICT products. This study seeks to address these gaps by investigating the factors that influence ICT adoption, evaluating the impact of ICT on teaching and learning, and assessing the support provided by current ICT products.

 

1.3 Research Objectives

The objectives of this study are:

1. To identify the factors influencing the adoption of ICT in teaching and learning in secondary schools in Esan West LGA. This involves exploring the determinants that affect the willingness and capacity of schools to integrate ICT into their curricula.
2. To assess the effect of ICT on teaching and learning in secondary schools in Esan West LGA. This includes evaluating how the use of ICT tools and resources impacts educational outcomes, teaching methodologies, and student engagement.
3. To evaluate the support provided by existing ICT products in enhancing teaching and learning in secondary schools in Esan West LGA. This involves analyzing the adequacy and relevance of current ICT products in supporting educational objectives and addressing the needs of teachers and students.

1.4 Research Questions

The following research questions will guide this study:

What are the factors influencing the adoption of ICT in teaching and learning in secondary schools in Esan West LGA? This question aims to uncover the various elements that affect how ICT is adopted and utilized in the educational context of Esan West LGA.

What is the effect of ICT on teaching and learning in secondary schools in Esan West LGA? This question seeks to determine the impact of ICT on educational processes, including its benefits and limitations.

Do existing ICT products support teaching and learning effectively in secondary schools in Esan West LGA? This question investigates the role of current ICT products in facilitating and enhancing the teaching and learning experience.

1.5 Hypotheses

The study will test the following hypotheses:

H01: There is no relationship among factors influencing the adoption of ICT and teaching and learning in secondary schools in Esan West LGA.

H02: ICT does not have any significant effect on teaching and learning in secondary schools in Esan West LGA.

H03: The existing ICT products do not support teaching and learning in secondary schools in Esan West LGA.

1.6 Significance of the Study

This study is significant in several ways. It will provide insights into the barriers and enablers of ICT adoption in secondary schools, which can inform policy and decision-making. By evaluating the impact of ICT on teaching and learning, the study will contribute to the understanding of how technological tools can be leveraged to improve educational outcomes. Additionally, assessing the support provided by ICT products will offer recommendations for enhancing their effectiveness and alignment with educational needs.

1.7 Scope of the Study

The study focuses on secondary schools within Esan West LGA. It covers various aspects of ICT integration, including the factors affecting adoption, the impact on teaching and learning, and the effectiveness of existing ICT products. The scope is limited to schools within this geographical area to provide a detailed analysis of the local context.

1.8 Structure of the study

This thesis is structured as follows: Chapter One introduces the background, problem statement, objectives, research questions, hypotheses, significance, scope, and structure of the study. Chapter Two reviews relevant literature on ICT integration in education. Chapter Three details the research methodology, including data collection and analysis methods. Chapter Four presents the findings and discussion. Finally, Chapter Five provides conclusions, recommendations, and suggestions for future research.