ATTITUDE OF EDUCATIONAL ADMINISTRATORS TO ICT USAGE IN SECONDARY SCHOOL MANAGEMENT (A CASE STUDY OF WUSE COMPREHENSIVE COLLEGE, ABUJA)
CHAPTER ONE
INTRODUCTION
1.1. Background of the study
According to Daniels (2002) ICTs have become within a very short time, one of the basic building blocks of modern society. Many countries now regard
understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. However,
there appears to be a misconception that ICTs generally refers to ‘computers and computing related activities’. This is fortunately not the case, although
computers and their application play a significant role in modern information management, other technologies and/or systems also comprise of the
phenomenon that is commonly regarded as ICTs. Pelgrum and Law (2003) state that near the end of the 1980s, the term ‘computers’ was replaced by ‘IT’
(information technology) signifying a shiff of focus from computing technology to the capacity to store and retrieve information. This was followed by the introduction of the term ‘ICT’ (information and communication technology) around 1992, when e-mail started to become available to the general public
(Pelgrum, W.J., Law, N., 2003). According to a United Nations report (1999) ICTs cover Internet service provision, telecommunications equipment and services,
information technology equipment and services, media and broadcasting, libraries and documentation centers, commercial information providers, networkbased
information services, and other related information and communication activities.
The field of education has been acted by ICTs, which have undoubtedly acted
teaching, learning, and research (Yusuf, 2005). A great deal of research has
proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow’s workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005).As Jhurree (2005) states, much has been said and reported about the impact of technology, especially computers, in education.
