Utilization Of Computer For Instruction In Electronics Technology In Ideato South Secondary School

Abstract

This study was carried out to determine how computer can be used for instruction in techologies in Secondary school in Ideato south. In carrying out this study, three research questions were developed to guide the study. Descriptive survey research design was employed in selecting the respondents for the study. The study was carried out in Ideato south covering the three Local government Secondary school in Ideato south. The population for this study was 132 comprising 102 Senior teachers  and 130 Junior Teachers. The instrument for the study was a structured questionnaire developed by the researcher and it is titled: Utilization of Computer for Teaching and learning technologies Questionnaire; ‘(UCIETQ)’. The instrument was face-validated by three experts. The data obtained from the trial testing was analyzed using Cronbach Alpha reliability technique. On cluster basis, Cronbach Alpha reliability coefficients of 0.76 was obtained for the entire instrument. The data collected were analyzed using mean for answering research questions. The study revealed that Developing appropriate learning task that enable the utilization of Computers, Identifying the appropriate computer accessories are ways through which computer can be used for computer learning. Also, Adopting how these activities will be carried out taken note of learners age when delivering instruction using computer; are ways through which computer can be used for computer teaching and learning in techologies.

CHAPTER ONE

INTRODUCTION

In this chapter, the researcher provides a concise overview of this work which is comprised of six subheadings; background of the study, statement of the problem, scope of the study, purpose of the study, significance of the study and the research questions.

Background of the study

In recent times, the world has witnessed a rapid increase in technological innovations. This era ushered in the advent of the electronic computer system among other modern technologies. At present the computer techno-logy has permeated nearly all aspects of human organizational roles and education. Computer encompasses almost all facets of human endeavours. So much has been written on it and its relatedness to all areas of human disciplines, which include computer/information technology, engineering, agriculture etc. However, much work has not been done on computer and its application and relevance to education. This work aims to fill this gap, as it discusses it importance to the field of education Today, computer technology in schools is one of the most far-reaching and fast growing developments in education. Like maize in a plantation during a storm, countries all over the world are bending towards the fad of computer education (Joseph, 1990; Madu, 1990; Macaulay, 1993). Computer, according to Jayesimi (1985), has become the ‘nowology’ in our society and possibly futuristic years ahead. In schools, computers are widely used; and the need for computer technology and literacy in the educational system has become more relevant. Computer has been found to be an influenceive device for presenting an computer programme. According to McCormick (1993), computers can be used to diversify, develop and improve the pedagogical relation of teaching and learning. Also, technological development can only be enhanced through proper acquisition of scientific know-ledge: which can only be realized through relevant training in Science, Mathematics and Computer Edu-cation. It was in this light that the Federal Government of Nigeria launched the National Policy on Computer Literacy at primary, secondary and tertiary levels of education in 1987 with the following general aims: For the computer to transform the school system, as there is increased merger between the computer tech-nology and communication; and To equip the individual or student with thorough under-standing of the concept of computer in order to fit in to the next century.

The National programme on Computer Education as put  in place by the Federal Government of Nigeria was received with open arms and regarded as a technological innovation in educational practice in Nigeria institutions of learning. Computer Education was perceived as a new computer system that was designed to improve the quality of teaching and learning and to aid technological and socio-economic development. Nigerian educational system can be said to be a step in the right direction. Over the past 51 years, the United Nations has designated the 8th of September as a day to celebrate literacy. The importance of this day cannot be underscored as governments, international bodies and education stakeholders work to create awareness and promote solutions to challenges facing the attainment of literacy for all by 2030. The theme for the 2017 literacy day celebration, “Literacy in a digital world”, focuses on the use of digital tools for teaching and learning in today’s age of information. Beyond the basic ability to read, write and calculate, demands of today’s world require teachers who can embrace information technologies and their application. Yet, there exist a significant number of school children and teachers who lack access to digital technologies, and more importantly the competence to navigate them. The question therefore remains: how do we bridge the literacy gap and digital divide that threatens to leave millions of people marginalized in increasingly digitally driven societies?

The UN Sustainable Development Goal 4 advocates for equipping young people and adults with relevant skills, including technical and vocational skills, for decent employment and entrepreneurship by 2030. With 750 million youth and adults globally who cannot read and write and 250 million children who are failing to acquire basic literacy skills, it is clear that a collaborative approach is needed to tackle the literacy and education challenge, if we are to achieve the SDG4 target. The Nigeria Vision 2020 document has outlined plans to make the curriculum in schools more relevant to the needs of the labour market with emphasis on ICT diffusion and targeted skills development. In turn, there has been a large response by the public, private, and civil sector to address the transforming educational needs of Nigerian youth such as the introduction of audio-visuals in classroom learning, digital media programmes, distribution of educational tablets to teachers, and training of teachers in modern literacy skills.

It is still common place however to see pupils and teachers, especially those in public schools, being guided by obsolete curriculum that encourages a docile, theory-focused learning content, limiting creativity and innovation among teachers. Beyond the inclusion of Computer in the national curriculum and provision of computer equipment to schools; prioritizing digital learning in fun and creative ways for young people and their teachers remain a vital tool for promoting comprehension through visual displays, and passion for Science, Technology, Engineering and Math (STEM) education. Computer tools allow pupils and their teachers a level of flexibility to research, explore and infuse global perspectives that enrich their learning experiences. Digital learning continues to strengthen communication and critical thinking skills, enabling diverse technology-driven success in today’s world.

In an increasingly digitized world, it is important to integrate computer skills within the teaching curriculum as they enhance them. Oando Foundation through its Adopt-A-School initiative is integrating this transformational learning model across adopted schools through the provision of solar-powered Computer Centers, capacity building for Computer teachers, and educational software to aid learning for all grade levels.  The Foundation has also partnered with various organisations including Coder Dojo Ireland, US Consulate Nigeria, Theirworld, Sumitomo Chemical Japan to provide modern technology resources to schools, introduce coding and computing skills to teachers and pupils with special emphasis on girls and STEM education. It is expected that the coding project will benefit over 150 girls. On International Literacy Day, we relocal government our commitment to building world class basic education systems that not only expand access to education but also improve the literacy levels of pupils in marginalized communities. We have no choice but to discontinue the old teaching methods that have clearly failed to put our young people in the league of the most literate people in the world. Collective action from key stakeholders in the education sector is vital to designing Computer-driven educational policies, thereby improving literacy statistics and ensuring that pupils move from basic literacy and are able to compete in today’s digital age.

Technology can provide the appropriate medium for teachers to nurture higher-level thinking in teachers, a key element of the 21^st century skills for learners (Shelly, Gunter & Gunter, 2012), by means of carefully structured activities (Anwaruddin, 2015; Pedrosa-de-Jesus, Moreira, Lopes, & Watts, 2014). However, most of the time, technology in education is used as a source of information rather than as a process-based means for knowledge construction. Innovation in this domain is related mostly to hardware and software (Lim et al., 2013) and consequently, research has focused principally on matters of practical implementation and design. The innovation is largely driven by common-sense assumptions about what technology can achieve, or by hype and excitement, rather than by evidential theory. In such cases, the innovation encompasses technological knowledge (Schmidt, et al., 2009), technological skill (the ability to apply acquired technological knowledge to perform specific tasks) and technological will (the readiness to embrace technology to conduct the assigned tasks). It is common practice that the use of technology by teachers in the classroom, in particular the Powerpoint software, is restricted most of the time to presenting information from a one-sided perspective (Isseks, 2011). In such cases, technology is employed as a tool rather than as a pedagogical tool. However, it makes a difference when technology is used as a pedagogical tool for teaching and learning(Westera, 2015) and the pedagogical value of a tool is reflected in the level of student engagement and the nature of participation garnered (Johnson & Golombek, 2016).

Statement of the Problem

Computer is essential for contemporary educational development of any nation. When computer is influenceively employed in education, it can accelerate, enrich, and deepen basic skills in reading; writing and they can motivate and engage teachers to learn as they become more independent and responsible for their learning. The use of computer would enhance the efficiency and influenceiveness of teachers’s computer teaching and learning which will in turn contribute meaningfully to teachers’ knowledge by keeping them abreast of the skills involved in the use of computers.

Unfortunately, the majority of teachers in Secondary school in Ideato south do not take advantage of Computer tools such as computer for computer learning, delivery and evaluation in techologies lessons. Instead, they prefer using conventional educational materials like board at this global age where current and useful materials are available on the internet. At the same time, they are fond of using blackboard and chalk in the presentation of the planned instruction where electronic means like videoconferencing and power point has made classroom teaching convenient. Still in the Ideato south secondary school, student’ evaluation is pencil and paper based where software packages meant for evaluation of teachers can be used for instant marking, recording and grading. Basically, the influence of this is that the teachers will lack exposure and awareness in the benefits that ICT offers in teaching and learning process. The teachers are limited to the past thereby rendering them inferior in the face of their counterpart who are exposed to the computer usage.

Teachers nowadays spend the better part of their time in school on computer devices such as palmtops, iPods and blackberry. On close enquiry, one usually finds out that they are computer with friends and rarely getting information on their various school courses. Often times, information sought is subject to the use of technological media especially for pleasure, to while away time and to interrelate with friends and pals on Facebook, twitter e.t.c. The question this research seeks to answer is; how has computer influenced teachers with regards to their academic performance? Non exposure of student to computer usage also leads to waste of resources on the part of government. This shows that the importance of Computer in computer process cannot be over-emphasized. Durmire (2010) local governmentd that it is not technology itself that may be bad or good, but how it is utilized by teachers. As a result, researchers are increasingly asking questions about how technology is integrated into educational settings, how electronic resources are interpreted and adapted by their users; how best to match technological capacities with teachers’ learning needs and technological change can interact with and support changes in educational process. Hence, this study was carried out to determine the influence of computer literacy on teaching and learning technologies in digital era among Secondary schools in Ideato south.

Scope of the study

The study is focused on the the influence of computer literacy on teaching and learning technologies in digital era among secondary school in Ideato south L.G.A. This study is specifically to determine the influence of computer has on computer teachers and students only. The study is restricted to SSII and SSIII students of secondary schools in Ideato South LGA.

Purpose of the Study

The major purpose of the study was to determine the influence of computer literacy on teaching and learning technologies in digital era among secondary school teachers in ideato south L.G.A. Specifically, the study determined how Computer can be used in:

1. To examine the teachers influence on teaching Technologies in digital era in Ideato south Secondary school.
2. To find out how teachers in secondary school delivery in teachering technologies in digital era in Ideato south Secondary school.
3. To examine the teacher contributions in computer evaluation of technologies in digital era in Ideato south Secondary school.
4. Find out how well computer teachers in secondary school in the Ideato local government Nigeria rate the teaching of computer skills.

Significance of the Study

The findings of this study will be of benefit to the teachers, teachers, government, curriculum planners and future researchers. The study will be of immense benefit to the teachers as the findings of the study will enable them to know the importance and various applications of computers in the process of teaching and learning.

The use of computers by teachers in computer teaching and learning method will help teachers to develop skills and competencies in Computers for learning. The information that will be provided by the study on the ways in which computer can be used for computer teaching and learning will help teachers to upgrade their knowledge base in information and communication technology especially on how to use computer in the planning, presentation and evaluation of instruction. The application of Computer tools in the computer process by the teachers; would also improve their competencies in the use of computer tools and enhance their pedagogical practice. The teachers would have opportunity to save time in computer learning, delivery and evaluation. The findings of the study will increase the awareness of the teachers on the importance of Computer in computer teaching and learning.

The findings of this study will serve as eye openers to schools management for provision of the required Computer literacy for improvement in computer teaching and learning. The management of educational institutions through the result of the study would see the need to organize seminars, workshops, and conferences towards the utilization of Computer in computer teaching and learning.

The study will be of benefit to the government. The findings of this study will guide the government in making result oriented ICT policies by enabling them to know the degree at which the teachers apply the Computer tools in their computer process. Government will now mount appropriate programme’ for training and retraining of teachers in the use of computer for computer learning, delivery and evaluation.

Future researchers will find the information from this study useful. It will serve as a reference material to provide a foundation and pointer from which more research would be carried out for the purpose of innovation and discoveries in education. The findings of this study would be much more beneficial to the researcher working on the use of computer assisted computer teaching and learning in education.

The findings of the study will be of immense benefit to all education stakeholders, particularly curriculum planner, as it will create in planners, the awareness of such problems that may be encountered in implementing projects on computer. The findings of the study could be used by computer curriculum planners in determining the content of the curriculum of in-service computer teachers so as to make them influenceive in preparing computer teachers for the world of works. This study could also enable computer curriculum planners to inculcate and emphasize skills which the teachers need to influenceively work after graduation in the curriculum.

Research Questions

The following research questions are formulated to guide the study:

1. How can computers be used in teaching Technologies in digital era in Ideato south Secondary school.
2. How can teachers in secondary school delivery in teachering technologies in digital era in Ideato south Secondary school.
3. What are the teacher contributions in computer evaluation of Technologies in digital era in Ideato south Secondary school.
   

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   Pages:  69

   Category: Project

   Format:  Word & PDF         

   Chapters: 1-5                                                      

   Material contains Table of Content, Abstract and References.