EFFECT OF INFORMATION COMMUNICATION TECHNOLOGY ON EARLY CHILDHOOD EDUCATION DELIVERY
ABSTRACT
The study attempted to investigate the impact of information communication technology (ICT) on educational development of children in early childhood education in selected nursery schools in Mainland Local Government Area of Lagos State. In this study, some relevant and related literatures were reviewed under sub-headings. The descriptive research survey design was applied in the assessment of the opinions of the respondents with the aid of the questionnaire and the sampling technique. A total of 200 (Two hundred) respondents were used in this study. A total of four null hypotheses were formulated and tested in this study with the use of the Pearson Product Moment Correlation Coefficient for hypotheses one and two, while the independent t-test statistical tool was used for hypothesis three and four respectively. All the hypotheses were tested at 0.05 level of significance. At the end of the tests, the following results emerged: that there is a significant effect of the use of ICT on learning of children at preschool, that there is a significant relationship between the use of ICT and teacher’s performance at preschool, that there is a significant relationship between use of ICT and pupils’ learning outcomes at preschool and that there isa significant gender difference in the use of ICT at the preschool level
CHAPTER ONE
INTRODUCTION
1.1Â Background of the Study
The importance of ICT is quite evident from the educational perspective. Though the chalkboard, textbooks, radio/television and film have been used for educational purpose over the years, none has quite impacted on the educational process like the computer. While television and film impact only on the audiovisual faculties of users, the computer is capable of activating the senses of sight, hearing and touch of the users. ICT has the capacity to provide higher interactive potential for users to develop their individual, intellectual and creative ability. The main purpose of ICT consists just in the development of human mental resources, which allow people to both successfully apply the existing knowledge and produce new knowledge (Shavinina, 2001).
The collective and rigid nature of learning and the passive nature of the learning associated with the use of radio, television and film do not contribute any innovative changes to traditional methods in education system. Information and communication technologies are being used in the developed world for instructional functions. Today, computers perform a host of functions in teaching and learning especially as many nations are adding computer literacy, reading and writing literacy skills students will need for succeeding in a technologically developed world (Thomas, 2005). At the instructional level, computers are used by pupils to learn reading, mathematics, social studies, art, music, simulation and health practices.
In educational multimedia application, Shavinina (2006) asserted that today’s learning contents are domain-specific products and that they dominate the world market. According to Shavinina (2006), domain-specific educational multimedia is directed to knowledge acquisition skills development in the language arts, history, physics, literature, biology and so on.
