Impact of IctEssay Preview: Impact of IctReport this essayCHAPTER ONEBackground to the studyThe advent of the revolution in education today is a culmination of advancement in Information Technology (IT). The recognition of communicative abilities and facilities offered by the computer, notably the e-mail, led to the boosting of the term “Information Technology”. While sharing this view, Pelgrum and Law (2003) affirmed that the term ICT started replacing that of IT from 1990s. Abbott (2001) observed that at the initial stage of ICT, while more people were adopting the ICT, people in higher education were using Communication and Information Technology (CIT) to refer to the same concept. It is interesting to note that developed countries have embraced ICT in education as a means of ensuring the development of ICT capability of people. This is with a view to achieve technological emancipation and to competing favourably in the international arena. The major way of developing the ICT capability of citizens is through the implementation of the three facets of ICT – based curriculum which comprise:
Learning about ICT,Learning with ICT andLearning through ICT.Learning about ICT refers to ICT as a subject of learning in the same way as other subjects such as English, Mathematics, etc. Learning with ICT refers to the use of ICT as instructional media to facilitate teaching and learning. It encompasses a wide range of technologies including computers, telephones, fax machines, television, video, and recorder, CD-player, CD-Roms, personal organizers, remote operated toys, radio computers (Hara 2004). Learning through ICT refers to learning that occurs while the learner is interacting with ICT.
These technologies enhance the process of finding, exploring, analyzing, documenting, exchanging and presenting instruction based information. Bello (2009) also refers to ICT as a function of developing, acquiring, testing, implementing, and maintaining electronics systems to source for information.
ICT are essential tools in any educational systems. They have the potentials of being used to meet the learning needs of individual students, promote equality of educational opportunities offer high quality learning materials, increase self-efficacy and independence of learning among students and improve teachers professional development. Furthermore, ICT offers great potentials for revolutionizing school administration (Williams, 2003). The enormous benefits of ICT have been well documented by various authorities and researches such as Department for Education and Employment(DEE, 1997), Independent ICT in Schools Commission (IISC, 1997), United Nations Programmes(UNDP 2006), etc.
Among various points mentioned by these authorities are that ICT promotes learning, motivates and empowers the learners as well as facilitates the job of a teacher. The NGFL and DFEE (2001) added that ICT has the potential to transform the way education is delivered and to provide new opportunities, enhancing scholarship and investigation. In fact, a compilation of research findings on the benefits of ICT as presented by the British Educational Communications and Technology Agency (BECTA 2004) is grouped under benefits for learners, teachers, parents and the society. These numerous benefits of ICT can be realized when teachers who still remain the key to learning have developed the necessary pedagogical competencies for instructional use of ICT.
Presently, there is a global awareness of the centrality of the teachers role in the learning process, even in ICT – rich contexts. Teachers cannot be replaced by the best technology. Jones (2003:3) reiterates this fact and opines that no matter what educational systems mandate expects, in the end, effective learning is very dependent on the will and competence of the teachers. A school teacher is one who teaches pupils between the ages of six and eleven (at primary) and twelve to eighteen (at secondary) and eighteen years and above at various tertiary institutions. He/she teaches relevant subjects, executes lesson plans, applies practical skills including learning and teaching skills. A school teacher disseminates information especially those pertaining to the subjects of the curriculum in which he/she is a specialist. Teaching is a crucial job. A good teacher is expected to know what to teach and how to teach it convincingly.
As stated by the National Policy on Education (2004:17) in recognition of the prominent role of information and communication technology in advancing knowledge and skills necessary for effective functioning in the modern world, there is urgent need to integrate ICT into education in Nigeria. It is hereby inferred that teaching in schools: primary, secondary and higher institutions is gradually shifting from teacher-centred lecture-based instructions to the learner-centred and interactive learning. Implementing or designing ICTS successfully will eventually bring about wide education reforms that will rank the country high among others. According to Jung (2005), teaching is becoming one of the most challenging professions in our society where knowledge is expanding rapidly using modern technologies in teaching.
The importance of ICT to teaching and learning cannot be over emphasized in the World (Nigeria inclusive). Teachers are trained to use technology as tools for the enhancement of learning and teaching. According to Jung (2005), teachers can be trained to learned to learn how to use ICT for effective teaching. He therefore highlights the ICT teacher training efforts around the globe using the following diagram:
ICT as main content focusICT as core delivery technologyLEARNING HOW TO USE ICTLEARNING THROUGH ICTICT as part of Content or methodICT as facilitating or Networking technologyFig 1: ICT as a content and a toolAlso the ICT in School Commission (1977:22) warns that if we wish to ensure that our children and country reap the benefits of (IT) we must cherish our teachers and do everything we can to help them to take it on board. It is consoling to note that the declaration by the Federal Republic of Nigeria (FRN,1999:9) at the onset of the UBE programme that current efforts to raise the level of general education of teachers will be purposed, broadened, and intensified. The same document presents the career long professional development of serving teachers as a crucial issue. An indispensable element of leader preparation for the present information age is the development of teacher competencies for instructional use of ICT. Bearing in mind the existing ICT poor
t, it seems to me that we should look at the ICT in the field of public education.The focus of this article is principally on the potential role of teachers in stimulating the ICT in school. Indeed a good deal of work has gone into this area. For some, like the National Commission on Technical Education, there is growing importance to address the needs of schools on the basis of ICT. That task is largely addressed in a series of papers by the former Commission for International Education. The first project which was a good fit was the Education of Primary and Secondary Education (ECEP), which is the primary programme for the school for a wide range of subjects. The second is the Education of Technical Education (Ettep), a programme in which more than 60 studies are carried out and which is in development by a variety of local schools. In that framework I have selected 10 primary and secondary schools as the most useful places to study in Nigeria, as well as a number of secondary schools. This is a programme which has been in operation for 6 years, but has not yet been widely adopted. Although these are good places for teachers to study and study new technologies, the focus of the Education of Technical Education is the use of ICT technology in the teaching of technical subjects.The current situation is not entirely different from that experienced by the education of elementary and secondary school teachers in rural and remote communities.