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EDUCATION

ICT’S EFFECTIVENESS ON TEACHING AND LEARNING, A CASE STUDY ON BASIC TECHNOLOGY

ICT’S VENESS ON TEACHING AND , A CASE ON BASIC TECHNOLOGY

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CHAPITRE ONE

1.1 CONTEXT OF THE

Nigeria, like other developing nations, is still in the early phases of integrating ICT into the education sector’s teaching and learning processes. There are a variety of elements that influence the use of ICT to improve teaching and learning in Nigerian schools, despite the presence of a number of limitations.

ICT is an mechanism of information capture, processing, storage, and transmission. It provides opportunities for teachers and students to operate, store, manipulate, and retrieve information, promote independent and active learning, and self-responsibility for learning such as distance learning, encourage teachers and students to continue using learning outside of school hours, plan and prepare lessons and design such as course content delivery, and facilitate sharing.

This flexible device is capable of not only engaging students in instructional activities to promote their learning, but also assisting them in resolving complex problems to improve their cognitive abilities (Jonnasen & Reeves, 1996). ICT is defined by Pernia (2008) as communication technologies used to create, manage, and disseminate information. She adds that a comprehensive definition of ICTs encompasses computers, the Internet, the telephone, television, radio, and audiovisual devices.

She continues by defining ICT as any device and application used to access, manage, integrate, assess, produce, and convey knowledge and information. Services and apps utilized for communication and information processing functions linked with these devices fall within the notion of digital technology.

In general, three goals are differentiated for the application of ICT in education (Plomp et al., 1996):

The use of ICT as a subject of study refers to the study of ICT that enables students to use ICT in their everyday lives.
The incorporation of ICT into a discipline or profession; the acquisition of ICT skills for professional or vocational goals.
(iii) The use of ICT as a medium for teaching and learning; emphasizes the use of ICT to improve the teaching and learning process. Drent & Meelissen, 2007).
It is a truth that instructors manage the teaching and learning process and are at the center of curricular change. Therefore, they must be able to prepare students for a society in which the ability to obtain and process information through ICT is crucial.

According to a number of studies, the use of new technology in the classroom is crucial for preparing students to function in the information age. Yelland (2001) has claimed that traditional educational environments do not appear to be suitable for educating students to operate or be productive in today’s businesses.

She said that institutions that do not implement the use of new technology cannot credibly claim to prepare students for life in the twenty-first century. This idea is confirmed by Grimus (2000), who stated that “by teaching ICT skills at educational institutions, students are equipped to meet future advances on the basis of a correct knowledge” (p. 362).
ICT is initially implemented as a technique of enhancing the efficacy of the educational process.

Moreover, it has been demonstrated that the use of ICT in education improves memory retention, boosts motivation, and generally enhances comprehension [Dede, 1998]. ICT can also be utilized to encourage collaborative learning, such as through role-playing, group problem-solving activities, and articulated projects [Forcheri & Molino, 2000]. ICT enable the formation of dense networks of interconnections and interpersonal relationships between individuals. [Kozma, 1999] Some authors contend that technology has the potential to transform how students learn and instructors instruct. However, despite all the accumulated benefits, the efficacy of ICT requires extensive research, particularly in developing nations like Nigeria, where a number of problems continue to impede the usage of ICT.

1.2 DESCRIPTION OF THE
ICTs have unquestionably impacted the teaching and learning of Basic Technology as a topic (Yusuf, 2005). Numerous studies have demonstrated the benefits to the quality of teaching and learning (Al-Ansari, 2006). ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to encourage and engage students, to help tie school experience to work practices, to provide economic viability for tomorrow’s workers, and to strengthen teaching and aid schools in their transformation (Davis and Tearle, 1999;). However, this study will investigate the efficacy of ICT in teaching and learning Basic Technology.
1.3 OBJECTIVES OF THE
These are the aims of this investigation:

Determine the extent of ICT use in Basic Technology teaching and learning
To study the effectiveness of ICT in Basic Technology education and learning.
Determine the factors preventing the use of ICT in the teaching and learning of basic technology.
1.4 RESEARCH QUESTIONS

What is the level of ICT use in Basic Technology instruction and learning?
What is the usefulness of ICT in Basic Technology education and learning?
What constraints restrict the use of ICT in the teaching and learning of Basic Technology?
1.5 HYPOTHESIS
The use of ICT in teaching and Basic Technology is ineffective.
The use of ICT in teaching and Basic Technology is effective.
1.6 of the Research
The study has importance for students, instructors, educational planners, administrators, the government, and the general public. Utilizing ICT effectively in the teaching and learning of Basic Technology has numerous advantages.
The study’s findings will inspire teachers and students to acquire ICT teaching and learning abilities and competences.
Curriculum planners will be required to design curricula that implements effective approaches to ICT-driven education in the 21st century in schools’ curriculum contents, thereby enhancing students’ employability and self-sustainability.
Teachers’ teaching and learning skills will be enhanced as a result of this investigation. It will also promote convenience and flexibility for students through self-pacing and scheduling, as well as increased access to instructors of the highest quality through the cross-border exchange of knowledge made possible by online internet connectivity.
The Range of the Study
This study focuses on evaluating the use of ICT in schools to determine whether they are effective for teaching and learning basic technology. In order to determine the efficacy of ICT on the teaching and learning of Basic Technology, the study will focus on secondary schools in the state of Edo and will involve both teachers and students from senior secondary schools.

ICT’S VENESS ON TEACHING AND , A CASE ON BASIC TECHNOLOGY

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