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GENERAL

FACTORS PREVENTING NIGERIAN SECONDARY SCHOOLS FROM INTEGRATING ICT INTO TEACHING AND LEARNING PROCESS

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INFORMATION

CHAPTER ONE
INTRODUCTION
1.1   BACKGROUND TO THE

Information and nication Technologies (ICT) are electronic technologies used for information storage and retrieval. Information and communication (ICT) is seen as an important tool that will support and enhance education in recent time. Dawes (2001) is of the view that new technologies have the potentials to support education across the curriculum and provide opportunities for effective communication between teachers and students in ways that have not been possible before. The field of education has been affected by ICT’s, which have undoubtedly affected teaching, learning and research (Yusuf 2003). ICTS have the potentials to accelerate, enrich and deepen skills to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow’s workers, as well as strengthen teaching and help schools change (Davis and Tearle 2009). Yelland (2001) argued that, traditional educational environments do not seem to be suitable for preparing learners to function and be productive in the workplaces of today’s society. This implies that, organization that do not incorporate the use of new technologies in schools cannot seriously claim to prepare their students for life in the twenty-first century. Grimus (2000) pointed out that by teaching ICT skills in primary schools the pupils are prepared to face future developments based on proper understanding. What is now known about learning provides important guidelines for uses of technology that can help students and teachers develop the competences needed for the twenty-first century (Bransford, Brown and Cocking 2001).
Preparing learners to function and be productive in the workplaces of today’s society. This implies that, organization that do not incorporate the use of new technologies in schools cannot seriously claim to prepare their students for life in the twenty-first century. Grimus (2000) pointed out that by teaching ICT skills in primary schools the pupils are prepared to face future developments based on proper understanding. What is now known about learning provides important guidelines for uses of technology that can help students and teachers develop the competences needed for the twenty-first century (Bransford, Brown and Cocking 2001).
1.2     STATEMENT OF THE PROBLEM
Using Information nication , teachers can enhance students learning in every subject by engaging their thinking, decision-making, problem solving and reasoning behaviors (Grabe, 2001). Information nication (ICT) in education connect student and teachers to a vast array of global stock of knowledge providing quality education, alternative sources livelihood, and ultimately, a better way of life. It is the policy of government of Nigeria to make ICT part of teaching and learning (NI3C, 2010 – MOE). A national ICT policy was promulgated in 2006 in order to improve the livelihoods of Nigeria by ensuring availability, accessibility, efficient, reliable and affordable ICT service in order to integrate ICT in teaching and learning in s. There are not many schools in Ogun state with computers and hence there is no standard of what constitutes effective teaching and learning on computers. Although most s in Nigeria have ICT facilities, the extent to which they are used for effective instructional purposes has not been empirically established, however an explicit research on the factors that enhance ICT integration in teaching and learning in public s has not been done. There is need to study on the levels of ICT integration in order to identify the factors affecting this process. The purpose of this study was therefore to investigate the factors affecting ICT integration in teaching and learning in s in Ogun state.
1.3     OBJECTIVE OF THE
The main objective of this study is to investigate the factors that prevents s in Nigeria from integrating ICT into their teaching and learning process, specifically the study intends to:
1.     To investigate how access to ICT tools affects ICT integration in teaching and learning in s.
2.     To find out the effect students exposure to technology on the integration of ICT in s teaching and learning process
3.     To determine how the teacher ICT skills affect integration of ICT in teaching and learning in s
4.     To find out the effect of not integrating ICT into teaching and learning process on the academic performance of students and teaching performance of teacher
1.4     QUESTIONS
The following was formulated to guide the research
1.     How does access to ICT gadgets affects ICT integration into teaching and learning in
2.     What is the effect of students exposure to technology on the integration of ICT in s teaching and learning process
3.     how does the teacher ICT skills affect integration of ICT in teaching and learning in s
4.     what is the effect of not integrating ICT into teaching and learning process on the academic performance of students and teaching performance of teacher

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