THE LEVEL OF COMPUTER LITERACY AMONG SECONDARY SCHOOL TEACHERS IN EZZA NORTH LOCAL GOVERNMENT AREA OF EBONYI STATE

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CHAPTER ONE

INTRODUCTION

Background to the Study

Over the years, most schools across the nation have been joining the technology revolution. Today, students have at least some form of technology available to them in school. This trend is not likely to change, so there is an increasing need for teachers who are literate in the use of the various types of technology. Manson and McMorow (2006) suggested that there are two distinct components to computer literacy; “awareness and competence”. Awareness requires that a person should have understanding of how computer affect their daily life or society at large, and competence requires that a person should be able to exhibit a hands on expertise with a software application. Both of these components should be evaluated when looking at computer literacy within the classroom setting. In modern classrooms, teachers and students have access to wide variety of technology. Various types of technology including computers, projectors, handhelds, television and digital cameras are more accessible now than ever before (Jawad Khan, 2013). This type of technology also called instructional technology has helped in moving the classroom from a teacher-centered environment to a more student centered one (Trotter, 2008). Through the use of technology, necessary information is transmitted widely within the shortest possible time. Through the use of these technologies researchers, scholars, and professionals are able to meet, interact and exchange ideas in the field of education. Lu and Miller (2012) also stated that instructional technology encompass a wide variety of technologies as well as systems used to deliver information. Many secondary school classrooms are integrating technology to help students better understand the concepts that are being taught (Croxall and Cumming, 2010).

While teachers are trying to implement new types of instructional technology into their classrooms, many of them are faced with barriers that hinder their attempt to advance. Beyond mere awareness and competence, anxieties, lack of training, and absolute equipment are barriers faced by the teacher on a daily basis (Redmann and Kotrlik, 2008). Through various research studies that have been conducted with secondary school teachers according to Francisca (2011), the researcher has found out that teachers have positive attitude about technology despite the barriers they face when trying to become literate in the functioning of the equipment. If the problems faced by the teachers are tackled, they will better fully integrate more technologies into the classroom, thus giving students a wide learning opportunities and help them to become technologically prepared for their problem solving in the future. The use of technology in education helps in the following: Introduction of simulations and games pedagogical strategies, computer based instructions, administrative effectiveness, school discipline, research publications facilities, and effective teaching-learning process. Also, of recent, teachers log into websites to access necessary information for research and assignments. However, adequate use of technologies in schools demands effective computer literacy skills and acquisition (Okolo and Iloanusi, 2014).

Computer literacy on this context deals with the ability to understand and use technology for instructional purposes. It tries to examine the capability of teachers who may use the technology for delivering of lesson to student to ensure effective teaching-learning (Williams, and Yusuf, 2012). With the introduction of computer education into secondary school curricula, there is an urgent need to examine the teachers’ awareness of the extent of utilization of various uses of computer such as an instructional delivery process (e.g); the use of computer Assisted Instruction (CAI). The uses of computers by the secondary school teachers however assist in the curriculum contact delivery. Computers in the school system assist in the academic environment to store, display, transmit, and analyze data by the educational researchers. A couple of examples of these uses are helpful. For instance Kpolovie (2006) observed that the use of statistics helps administrator, academicians, teachers, and researchers by overcoming the rigor of manual analysis of primary data. The researcher in his opinion viewed computer literate individual as someone who has basic knowledge in all aspects of computer while computer literacy is the ability to understand the basic knowledge of computer and its application in all the areas of human endeavors. Computer literacy is therefore, inevitable for both the teachers and principals, if schools are to be eective and if their academic goals are to be achieved. Federal Republic of Nigeria (2004) cited the importance of computer literacy in teacher education programs, exposure to changes in the methodologies, curriculum reform, and that innovation in the profession is very important. It noted that computer literacy skills enable teachers to implement effective record keeping strategies, computer assisted instruction and communication. The researcher embarked on this study to investigate the influence of computer literacy skills as it impact teachers’ teaching in secondary schools especially in Ezza North Local Government area of Ebonyi State.

THE LEVEL OF COMPUTER LITERACY AMONG SECONDARY SCHOOL TEACHERS IN EZZA NORTH LOCAL GOVERNMENT AREA OF EBONYI STATE