CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The world is not new to the employment of information communication technology in the classroom. In the early 1980s, the United States introduced information communication technology tools into schools, and they have been an integral element of education for decades to come (Bransford & Brown, 2000). Worldwide, the number of computers in secondary schools has expanded dramatically during the previous decade. The computer-to-student ratio grew from 1:9 in 1996 to 1:4 in 2001 in the United States. According to Market data Retrieval (2001), internet access increased from 70% in 1997 to 92% in 2001. In secondary schools in New Zealand, the computer to student ratio is 1:6 (Lari, Pratt, & Trewern, 2002), and 98 percent of all schools have internet access (Mallard, 2003). As a result, information communication technology is widely used as a tool for education teaching around the world. High levels of educational success are crucial for the transfer of technology and the adoption of significant changes in our society. Education attainment is one of the opportunities that will drive economic growth and strengthen the worldwide pattern of equality (United Nations Education, Scientific, and Cultural Organization [UNESCO], 2011). Education may be improved by giving students with opportunity to learn, operate, and be exposed to current technology. For the previous two decades, China’s higher education process has benefited significantly from information communication technology (Finger, et al 2007). It is widely used in distant education, depending on the executing agency, target students, and desired outcomes. The usage of ICT in general has increased in popularity over the last two decades as a result of the internet and the world wide web, with the internet being the world’s greatest repository of information (Parchler, 1999). Globally, information communication technology has altered the quality of education, and it is obvious that students are changing as a result of their use of ICT tools (Finger, et al 2007). ICT advancements have impacted every aspect of society, including education and its curricula. By integrating ICT into education, instructors’ teaching styles and pedagogical structures may be altered, hence improving students’ learning (Shear & Knobrel, 2003). It enables secondary school students to cultivate new ways of thinking, being, and acting in the world and to go on a journey of discovery (Khine & Fisher, 2003). Students can utilize ICTs to develop and create models, as well as use the internet to provide a new dimension to their learning. In Australia, a study of 6213 students’ computer abilities and knowledge examined four categories of activity related to ICT adoption (Thomas & Wise, 1999). These activities include creativity (50%) and information (70%) as well as communication and instructional programs (43% and 43%, respectively (43 percent ). ICT has also been employed in educational settings where educational technology has been used in place of ICT. Technological education is utilized to promote teaching, learning, and growth, as well as the effective use of computers for problem solving, classroom management, and leadership (Watson et-al, 2003). Thus, ICT in education and learning has the potential to impact changes in what and how learners learn, as well as to modify the organization and structure of schooling itself. ICT is impacting every element of human existence in Africa. It is prevalent in work environments, business, education, and entertainment. In Africa, information communication technology offers the ability to expand access and enhance the relevance and quality of education. It has aided in the acquisition and retention of information and bolstered educational systems (Fisseha, 2011).
The term “Information and Communication Technologies” refers to electronic technologies that are used to store and retrieve data. In recent years, information and communication technology (ICT) has been viewed as a critical instrument for assisting and enhancing education. Dawes (2001) believes that new technologies have the potential to assist education across the curriculum and to enable instructors and students to communicate effectively in ways not before feasible. ICT’s have clearly impacted the area of education, affecting teaching, learning, and research (Yusuf 2003). ICTS have the potential to accelerate, enhance, and deepen students’ abilities to motivate and engage them, to connect school experiences to work practices, to develop economic viability for tomorrow’s employees, and to strengthen teaching and assist schools in changing (Davis & Tearle 2009). According to Yelland (2001), conventional educational environments do not appear to be ideal for educating learners to operate and be productive in today’s society’s jobs. This means that organizations who do not incorporate new technology into their educational programs cannot credibly claim to be preparing students for life in the twenty-first century. Grimus (2000) stated that by teaching ICT skills in elementary schools, kids are better equipped to deal with future advancements. What we currently know about learning establishes critical parameters for how technology might be used to assist students and instructors in developing the competencies required for the twenty-first century (Bransford, Brown & Cocking 2001).
Preparing students to operate and be effective in today’s jobs. This means that organizations who do not incorporate new technology into their educational programs cannot credibly claim to be preparing students for life in the twenty-first century. Grimus (2000) stated that by teaching ICT skills in elementary schools, kids are better equipped to deal with future advancements. What we currently know about learning establishes critical parameters for how technology might be used to assist students and instructors in developing the competencies required for the twenty-first century (Bransford, Brown & Cocking 2001).
1.2 STATEMENT OF THE PROBLEM
Teachers can boost students’ learning in any topic by engaging their thinking, decision-making, problem-solving, and reasoning activities through the use of information communication technology (Grabe, 2001). ICT in education connects students and instructors to a huge variety of global information, resulting in high-quality education, alternate forms of income, and, eventually, a better way of life. The Nigerian government’s policy is to integrate ICT into teaching and learning (NI3C, 2010 – MOE). A national ICT policy was adopted in 2006 with the goal of enhancing Nigerians’ livelihoods by assuring the availability, accessibility, efficiency, reliability, and affordability of ICT services and integrating ICT into secondary school teaching and learning. Due to the scarcity of computer-equipped schools in public schools, there is no established benchmark for what constitutes efficient computer-based teaching and learning. Although the majority of secondary schools in Nigeria have ICT facilities, the extent to which they are used effectively for instructional purposes has not been established empirically. Additionally, no explicit research on the factors that promote ICT integration in teaching and learning in public secondary schools has been conducted. There is a need to do research on the various degrees of ICT integration in order to ascertain the elements that influence this process. The goal of this study was to determine the factors impacting ICT integration in secondary schools in public schools.
