AVAILABILITY OF INFORMATION AND COMMUNICATION TECHNOLOGY FOR TEACHING FOUR SECONDARY SCHOOL

1.1 Introduction

Information and communication technology is an innovation with a wide range of digital pedagogical tools available nowadays for teachers, students and administrators. They include internet, computer email, e-presentations, platform, video-conference, disks, flash memories, multimedia projectors, interactive white boards and many more to come in future. These new gadgets, equipment method play a crucial role in virtually all areas of modern information delivery. Not surprising, educational faculties are areas that would benefit from the application of information and communication technology (ICT). Globally, information and communication technology has initiated a transition of emphasis from analogous education research based on technological development in education (Jude & Dankoro, 2012).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.

1.2 Background of the Study

The emergence of information and communication technology prompted many observers to predict the end of traditional pedagogical, didactic and philosophical approach. Porta (2010) argued that information and communication technology can be used to extend access to educational delivery techniques, to support the ongoing professional development of teachers and to facilitate education related data collection and processing efforts in ways previously not possible. Existing providers had to adjust fast or risk being side lined by whole new players made up of business schools that had successfully reinvented themselves as e- learning providers and other institutions drawn from outside the ranks of traditional suppliers but with the capacity to respond more effectively than their established rivals to changed world.

Teaching and learning are inseparable concepts with learning playing more of judgmental role to teaching. It is believed that “unless the child learns the teacher has not taught”. Though teaching and learning are intimately linked processes and are interdependent as well as inter woven, teaching is a social phenomenon, while learning is a psychological phenomenon. It is teaching which generally results into learning but there can be learning without teaching. Teachers in the recent trend of teaching and learning are therefore seen as facilitators or guide, and I believe this can better be enhanced through utilisation of ICT facilities.

The nub of teaching learning process lies in the moment by moment relationship between the willing leaner and the competent co-teacher. Rao (2008) quoted Burton (2001) who argues that teaching can be made effective by relating it to learning; teaching objectives can be identified in behavioural term and appropriate learning situations may be created to realise these objectives. The appropriate teaching condition or structures may be generated for effective learning; the effective teaching aids may be selected for creating strategies and tactics may be selected to achieve the optimal object of learning; the concept of relationship of teaching and learning will be an aid to understand the nature of teaching and thereby, teaching theories may be evolved. The knowledge of the relationship will equally be helpful for teaching to produce effective Business Education teachers.

ICT has been acknowledged globally as one of the greatest techniques infused into the teaching learning process. It is used in the context of this research work to imply a diverse set of electronic technologies, technological tools and resources used to communicate, disseminate, store and manage information in the course of teaching and learning. ICT include computers, the internet, broadcasting technologies and telephony (Adoni and Kpangbam, 2010; Chukwudi and Ejita, 2008). The impact of ICT on learning is the vision that it enables learning anywhere, any time and anyhow. ICTs are utlised during academic activities especially by lecturers and students (Usang, Azubuike and Umoren, 2007). Anissimov (2009); Bless and Truth (2009) and Bliss (2009) agrees with this view but further noted that there is variation in the level of usage of ICT in tertiary institutions among countries.

The emergence of information and communication technology (ICT) has totally revolutionalized the way we access, process, store, retrieve and disseminate within organization or across the globe according to Miller and Akume (2009).

Information and communication technology refers to a systematic process of gathering, processing, storing, sending and retrieving of information through the print, broadcast, computing and telecommunications media (Onwuagboke, 2009). Similarly, Achuonye (2002) sees information and communication technology as the collection, storage, processing dissemination and use of information. Information and communication technology has the potential to accelerate, enrich and deepen skills; motivate and engage students in learning; it also help in relating school experiences to work practices, helps to create economic viability for workers; contributes to radical changes in school; strengthen teaching and provides opportunities for connection between the school and the world (Kirschner and Woperies, 2003).

Ogunsola (2005) sees ICT as an electronically based system of information transmission, reception, processing and retrieval which has drastically changed the way we think, the way we live and the environment in which we live. Information and communication technology offer several opportunities in education, they can be used as a means of preparing the current generation of students for future workplace, that is, providing tools for tomorrows practices. Ndukwe (2006), emphasized that the production and introduction of calculators and computers in the education system worldwide has helped in simplifying teaching and learning in schools, thereby content, and it provide real opportunities for individualized instruction.

Therefore, in Izzi and Ishieke, Ebonyi State where the research was carried out, the activities that was conducted is to examine the Availability of Information and Communication Technology for Teaching.

1.3 Statement of the Problem

Investigation revealed that teachers or educators in Faculties of Education are expected to integrate information and communication technology gadgets in the teaching and learning process, they ought to use technology so that it supports instruction and enables learners to use it as an important tool to meet their information and learning needs but this expectation has not been met in Faculties of Education in tertiary institutions in Rivers State (Inije, Utoware & Kren-Ikidi, 2013). This to an extent has hampered teaching and learning process in Faculties of Education in tertiary institutions in Rivers State.

Observation from the researchers perspectives shows that teachers can make use of information and communication technology facilities in teaching in faculties of education if available but due to lack of information and communication technology facilities or gadgets, its utilization is being confronted with so much challenges. Most Faculties of Education curriculum have not fully embraced the use of information and communication technology gadgets or facilities in teaching and learning; this is as a result of the prevailing challenges like non-availability of information and communication technology gadgets or facilities and if available non utilization of it.

The present study contributes to the literature on the use of ICT in education by examining the Availability of Information and Communication Technology for Teaching Four Secondary School in Izzi and Ishieke, Ebonyi State in Izzi and Ishieke, Ebonyi State.

1.4 Aim and Objectives of Study

The aim of the study is to determine the Availability of Information and Communication Technology for Teaching Four Secondary School in Izzi and Ishieke, Ebonyi State. In achieving this aim, the following specific objectives were laid out as follows:

1. To ascertain the level of utilization of interactive ICT in teaching of secondary school subjects,
2. To ascertain the availability of interactive ICT in teaching of secondary school subjects,
3. To determine the availability of non-interactive ICT in teaching and learning of business education, and
4. To determine the level of utilization of non-interactive ICT in teaching of secondary school subjects in Izzi and Ishieke, Ebonyi State.

1.5 Significance of the Study

The findings of the study will be of immense benefit to the students, teachers, education shake holders, the government philanthropists.

Information and communication technology is of great important to teachers and students of business education in Izzi and Ishieke, Ebonyi State; this is because from this research, they will able to ascertain the important of information and communication in teaching and learning.

Secondly, this work will be of great important to educational stakeholders. This is because from the research they will be able to know the plight of the student and therefore work out modalities to solve the problems.

Thirdly, this work will be of great important to the government through the ministry of education they would be able to ascertain the course of poor performance of the student of business education and work out modalities to solve the problems.

Furthermore, the work will be of great important to the philanthropists in the area, this is because from the work, they will be able to identify problem of students in studying business education. This will encourage them to donate information and communication technology tools that will be used in teaching and learning in the area.

1.6 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• To what extent are interactive ICT available for teaching of secondary school subjects in Izzi and Ishieke, Ebonyi State?
• To what extent are interactive ICT utilized in teaching of secondary school subjects in Izzi and Ishieke, Ebonyi State?
• To what extent are non interactive ICT available for teaching business education courses in Izzi and Ishieke, Ebonyi State?
• To what extent are non interactive ICT utilized in teaching of secondary school subjects in Izzi and Ishieke, Ebonyi State?

1.7 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

Hypothesis One

• H0: There is no significant difference in the responses of teachers and students on the extent of availability of ICT equipment in teaching of secondary school subjects.
• H1: There is a significant difference in the responses of teachers and students on the extent of availability of ICT equipment in teaching of secondary school subjects.

1.8 Scope of Study

The study focuses on the Availability of Information and Communication Technology for Teaching Secondary School Students. The study is limited to Four Secondary School in Izzi and Ishieke of Ebonyi State namely:

1. Unity Secondary School Ishiagu
2. Echele Secondary School Amata Isa
3. Ishiagu High School
4. Community Secondary School, Amaeze

1.9 Limitations of the Study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Establishment Policies: Establishment policies posed a serious limitation as most staffs are not ready to release information needed for this project work. There were lots of information needed from the staffs of this institution to enhance the study which took them time to release or they did not release at all for security purposes, hence the scope was reduced.

1.10 Definition of Terms

ICT: Refers to all forms of technologies such as internet, computers, websites, telephones mobiles, wireless devices, networks, hardware, software and telecommunication equipment.

ICT Facilities: Are a technological device used to processing, analyzing, synthesizing, sharing different kinds of information and information processing activities and tools that are necessary to improve teaching and learning process.