THE IMPORTANCE OF INTRODUCING INFORMATION TECHNOLOGY IN THE TEACHING OF GEOGRAPHY

1.1 Introduction

Geography is a subject that studies the interrelationships between the physical environment and humans in the place (Jha, 2007). The natural side studies various topics such as climatology, weather, geomorphology, topography maps, rocks, soils, natural resources, seas and oceans geography. The human side pertains to the social relationships among peoples within the one region and the effects of the interrelationships between people and their surrounding environment. Geography deals with population all over the world, thus it is required to be studied from near and far. The use of information technologies in the field of geography, an important discipline in social sciences, contributes to rendering abstract phenomena and concepts concrete, thereby increasing high school education students’ interest in geographic education.

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 Study

Historically, the word "geography" was first used in 1540 “Middle French geographie (15c), from Latin geographia and from Greek geographia”. It means describing the manifestations of the earth's surface (Etymonline, 2016). In 1880, there has been a need to improve geography teachingin schools and colleges, thus, in 1886, the Royal Geographical Society (RGS) publishedthe Keltie Report and conducted some improvements in geography education (RGS, 2016).

The purpose of teaching is primarily to assist the learner acquire the type of knowledge and skill that will produce desirable change in him. This can be actualized if the teaching and learning process provides the enabling environment for the learner to think critically, analytically and consequently, be an agent of change. Generally, the educational system is subdivided into the primary, secondary and tertiary levels. In some cases, the pre-primary education is an integral part of the primary level.

The secondary level occupies a critical position in the educational system. According to the Federal Republic of Nigeria, FRN (2004, p.18), “secondary education is the education children receive after primary education and before the tertiary stage”. The broad goals of secondary education therefore shall be to prepare the individual for useful living within the society and for higher education.

The role of Information and Communication Technologies (ICTs) in the 21st century education system has been described as vital to keeping abreast with rapidly changing technologies. The introduction of information and communication technology into the Nigerian educational system is very important as it will translate into huge potentials in terms of positive outcomes. Presently, investments into ICTs in Nigerian’s educational system have not yielded much when compared to similar investments made in telecommunication (Atureta, 2011).

The field of education has certainly been affected by the penetrating influence of ICT worldwide. ICT has made impact on the quality and quantity of teaching, learning and research in the institutions using it (Kwacha, 2007). According to Ololube, Ubogu and Ossai (2007), the introduction of ICT usage, integration and diffusion has initiated a new age in educational methodologies, thus 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 learners.

ICT has the potential to accelerate, enrich and deepen skills, motivate and engage students in learning, helps to relate school experiences to work places, helps to create economic viability for tomorrow’s workers, contribute to radical changes in school, strengthens teaching, and provides opportunities for connection between the school and the world (Davis & Tearle, 1999; Lemke & Coughlin, 1998; cited by Yusuf, 2005).

The rapid growth in Information Communication and Technologies (ICTs) have brought remarkable changes in the twenty-first century, as well as affected the demands of modern societies. ICT is becoming increasingly important in our daily lives and in our educational system. Therefore, there is a growing demand on educational institutions to use ICT to teach the skills and knowledge students need for the 21st century. Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society.

Therefore, in Dekina Local Government Area, Kogi State where the research was carried out, the activities that was conducted is to know the Importance of Introducing Information Technology in the Teaching of Geography.

1.3 Statement of Problems

Investigation revealed that the educational sector is faced with series of changes and reforms, it is good to reflect on matters concerned with Geography and the dissemination of Geography knowledge and lessons. Numerous teaching strategies have been developed which correspond to the accommodation of students' need and diverse learning method. One of such strategy involves the use of Information and Communication Technology (ICT).

Considering the enormous benefits of ICT in teaching Geography in secondary schools, the Nigerian academic institutions still experience some obstacles or hindrances in the effective and efficient use of the ICT resources. Today, ICT acquisition and implementation is facing a lot of problems.

This research work is being conducted to expose some of the inhibiting factors that are hindering the impact of ICT in Nigerian academic. Some of the factors hindering the impact of ICT on Nigerian education include the huge capital investment in the purchase of hardware, software and standby generators due to epileptic power supply and the lack of technical know-how are some of the problems encountered.

1.4 Aim and Objectives of Study

The aim of the study is to investigate the Importance of Introducing Information Technology in the Teaching of Geography using Dekina Local Government Area, Kogi State as a case study. In achieving this aim, the following specific objectives were laid out as follows:

1. To identify teachers’ and students’ perception of the use of ICT in teaching Geography in Secondary Schools;
2. To recognize teachers’ and students’ perception of the use of media such as computer system, projectors, video player etc, in teaching Geography; and
3. To evaluate the difference between the use of traditional method of teaching Geography and the use of ICT in teaching Geography.

1.5 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:

• What is the impact of ICT in teaching and learning of geography in senior secondary schools?
• Will the introduction of ICT make geography class interesting for senior secondary school students?
• Will the introduction of ICT improve students’ learning and knowledge of geography in senior secondary schools?

1.6 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 impact of ICT in teaching and learning of geography in senior secondary schools.
• H1: There is a significant impact of ICT in teaching and learning of geography in senior secondary schools.

Hypothesis Two

• H0: There is no relationship existing between the introduction of ICT in teaching geography and students’ interest in geography class.
• H1: There is a relationship existing between the introduction of ICT in teaching geography and students’ interest in geography class.

Hypothesis Three

• H0: ICT will have no significant effect in improving the students learning and knowledge in geography.
• H1: ICT will have significant effect in improving the students learning and knowledge in geography.

1.7 Significance of Study

The relevance of this study will be very beneficial to General Arts schools, professional Geographical information system officers and the ministry of education in their policymaking regarding technology and geography syllabus.

An appropriate examination of education with technologies will be beneficial to researchers and scholars; as it will increase the previously prevailing scholarly research and literature in the field as well as creating cognizance of the importance of using technology in teaching Geography in both selected schools.

This study would help common practitioners to understand the encouraging issues for students’ choice of General Arts program and possibly a Geography profession. The general arts departments in senior high schools will use the result to plan ways of enticing very capable and right students into the departments. It will help the department to pay intense dedication to some structures in the General Arts departments and as such plan good career proceedings.

This study will also add to the prevailing list of literature and knowledge on technology and geography education. More meaningfully, the research done with respect to this area particularly in Nigeria is not sufficient. In addition, this research work will aid as a reference point for researchers who wish to conduct a research on the usage of technology in Geography education in future.

1.8 Scope of Study

The scope of the research is focused on the Importance of Introducing Information Technology in the Teaching of Geography using Dekina Local Government Area, Kogi State as a case study.

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 establishment 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.
3. Research material: availability of research material is a major setback to the scope of the study.
4. Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
5. 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).

1.10 Definition of terms

Geography: This deals with a wide variety of landforms and natural phenomena on earth, it also deals with knowing where places are in order to relate happenings. Geography consists of the study of our planet, its climatic conditions, the various landforms and the different natural occurrences.

Education: This is a process by which a society deliberately transmits its cultural heritage through schools, colleges, universities and other institutions.

Educational Technology: Is a process involving, a systematic approach to identifying instructional problems and then designing, developing, implementing, and evaluating instructional solutions.