CHAPTER ONE

1. INTRODUCTION

1.1   BACKGROUND OF STUDY

Information and communication technology (ICT) is a globally common innovation that has tremendously influenced development of all human endeavours. Adebayo and Adesope (2007), described ICT as scientific, technological and engineering discipline and the management technologies used in the handling of information, processing and application related to computers. ICT is a relatively recent instrument in the power behind globalization and the underpinning issues. Akpabio (2004), reported that ICT includes technologies and methods for storing, managing and processing information as well as communicating information.

Adesope and Adebayo (2007) stated that information and communication technology is a medium through which students can observe the real-life implication of technology and communication. In the context of this study, ICT is the technologies that provide access to information and communication. ICT has many tools which help in facilitating information in achieving the efficient educational system. Adesope and Adebayo (2007) explained further that the introduction of ICT usage integration and diffusion has ushered a new age in educational methodologies. Thus, it has radically changed traditional method of information delivery and usage patterns in the domain as well as offering contemporary learning experience for both instructors and students.

For developing countries, ICT has potentials for increasing access to and improving the relevance and quality of education. It has represented a potential equalizing strategy for developing countries. ICT has greatly facilitated the acquisition and absorption of knowledge, offering developing countries unprecedented opportunities to enhance educational system. Eynon (2006), reported that students become more aware about how to learn when using ICT tools. ICT has also changed the relationship between teacher and students. The idea of sharing knowledge and the capability of using ICT has helped students in the better communication and access to information.

ICT has enhanced students’ curiosity and motivation which has forced the teacher to seek more knowledge. The competencies learnt by using ICT prepares students better for further education and in future work. The introduction of ICT has brought about rapid change in technology, social, political and global economics transformation. It is widely acknowledged that ICT tools can be used to improve the quality of teaching and learning of basic sciences such as biology, chemistry, physics, mathematics, additional mathematics as well as vocational agriculture at the secondary school level.

The prevalence and rapid development of ICT has transformed human society from the information and technology age to age of knowledge. In fact ICT is becoming natural part of man’s daily life. Adekunmisi (2009), stated that the development of ICT has brought in more spectacular phenomenon of knowledge explosion. Information can now be generated, stored, retrieved and transmitted at a great speed through ICT. According to Mudrak (2004), the common ICT tools, they are; computer, video and cassette, projectors, internet, camera, television. These are tools designed, built and installed, to serve a specific function affording

1.2   STATEMENT OF THE PROBLEM

Although ICT is taught today in institutions of learning as a subject as well as a course of study, many of the institutions of learning lack the facilities for the effective teaching of the course/subject. Thus the course is more of a theoretical course than a practical one. At the secondary school level where ICT is taught as computer science / education, students learn it without a single computer in sight. Some of the schools visited by the researchers actually have computer laboratories but do not allow their pupils access to them for fear of damage. Since the school cannot allow its students the use of its ICT laboratory in the teaching of the subject, this act can hinder a classroom teacher to effective utilization of these ICT resources in his/her lesson delivery. Finally, several research has been carried out on the availability of ICT tools in teaching and learning in primary schools, but not even a single research has been carried out on the extent of utilisation of ICT tools in teaching and learning of computer in secondary school in Enugu north local government area.

1.3   AIMS AND OBJECTIVES OF STUDY

                The main aim of the study is to determine the extent of utilization of ICT tools in the teaching and learning of computer in secondary school. Other specific objectives of the study include;

1. to determine the factors affecting the utilization of ICT tools in the teaching and learning of computer in secondary school in Enugu north L.G.A.
2. to determine the effect of the utilization of ICT tools in teaching and learning of computer in secondary school.
3. to determine the extent to which the utilization of ICT tools affects teaching and learning of computer in secondary school in Enugu.
4. to proffer possible solutions to the problems.

1.4   RESEARCH QUESTIONS

1. What are the factors affecting the utilization of ICT tools in the teaching and learning of computer in secondary school in Enugu north L.G.A?
2. What is the effect of the utilization of ICT tools in teaching and learning of computer in secondary school?
3. What is the extent to which the utilization of ICT tools affects teaching and learning of computer in secondary school in Enugu?
4. What are the possible solutions to the problems?

1.5   STATEMENT OF RESEARCH HYPOTHESIS

H0:  ICT tools utilization has no significant effect in the teaching and learning of computer in secondary school.    

H1:    ICT tools utilization has a significant effect in the teaching and learning of computer in secondary school.

1.6   SIGNIFICANCE OF STUDY

        The study on the extent of utilization of ICT tools in teaching and learning of computer will be of immense benefit to the entire secondary schools in Enugu north local government area in the sense that it will provide an enquiry through which the application of this new technology in education can be assess so as to help the administrators to ascertain the level of teachers` competencies and the perception of both the instructors and the learners in using ICT in teaching and learning practices. Again the study will be useful in discovering the weaknesses of the instructional materials (if any) which will be beneficial to the policy makers because they will make the findings of this study a basis for formulating policies and developing a better strategies for incorporating ICT in academic activities.

Furthermore, the study will again be helpful in identifying possible causes of poor usage of ICT facilities in the national exams so that a remedial measures will be instituted to solve the problem and to use the situation as an avenue to seek for more intervention from the federal government and other relevant ICT facilities donor agencies. Finally, the study will contribute to the body of existing literature and knowledge to this field of studies and basis for further research.

1.7   SCOPE OF STUDY

        The study on the extent of utilization of ICT tools in teaching and learning of computer is limited to secondary school in Enugu north local government area.

1.8   LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.9   DEFINITION OF TERMS

Extent     The area covered by something.

Utilisation       The action of making practical and effective use of something.

ICT  Information Communication Technology

Teaching Is an instruction or delivering a particular skill or subject or something that someone tells you to do.

Learning  Is the process of acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences.

Computer  Is a machine (mostly electronic) that is able to accept data as input, process that data using predefined algorithms and data structures, and perform.