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Challenges Facing The Use Of Ict Elements In Teaching Computer Education In Senior Secondary Schools
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INTRODUCTION
Background of the Study
To meet up with the goal of training students who will be professionals and proficient in the future, computer science education as well as the use of ICT (Information and Communication Technology) elements in secondary schools has become a necessity.
What is ICT? ICT is an acronym for “Information and Communication Technology”. Beyond this acronym, there is no universally accepted definition of ICT because the concepts, method and use involve in ICT are constantly evolving in almost daily bases. ICT elements are automated computers, internets, cell phones, projectors, robots, interactive multimedia, software applications, automated software systems and digital facilities that already exist to help individuals (students and teachers), schools and organization with accessing information as well as facilitating efficient flow of enterprise operations and management in companies. ICT is making strong inroads into nearly every aspect of life. Okeke (2010) succinctly made it clear that the world is fast growing into a global village where information and communication technology as well as use of its elements are gaining prominence. Development is partly determined by the ability to establish a synergetic interaction between technological innovation and human values.
The rapid rate at which ICT have evolved since the mid-20th century, the convergence and pervasiveness of ICTs give them a strong role in development and globalization (Nwagwu 2006) hence ICTs have a significant impact on all areas of human activity (Brakel and Chisenga, 2008). The field of education has been affected by ICT which has undoubtedly affected teaching, learning and research (Yusuf, 2005).
A great deal of research has proven the benefits of ICT elements to the quality of education (Al-Ansari 2006). ICT elements has the potential to accelerate, enrich and deepen skills to motivate and engage students to work practices, create economic viability for tomorrow’s workers as well as strengthening teaching and helping schools change (Daris & Tearle, 2009, Yusuf 2005). Aiken (2002) Recognized that ICT and use of its elements hold the promise of increased learning and productivity across the curriculum. The use of ICT elements in teaching will prepare the students to be proficient in their use of technology. It will help them with perfect selection of ICT tools for a given task as well as finding relevant and appropriate electronic information sources. It will help teachers communicate to a variety of large audience. The use of ICT elements in school curriculum depends on the teachers who will use the ICT elements to teach the students. This requires that teachers have the capacity to incorporate ICT into teaching. (Osadalor, 2008). Concerned with ensuring the availability of ICT Elements in schools, National policy on Education (Federal Republic of Nigeria, 2004) stated that government shall provide facilities and infrastructures necessary for the promotion of ICT in Schools. Government has gone ahead to implement this through school computer initiative like the School Net Program. (Ezekwesili 2006).
The Anambra State government has also made a key effort in this regard by providing computer to several secondary schools in the state; But the sad story is that many of the secondary schools that received these computers do not use them for either administrative or curriculum purposes. The requirements for the use of ICT elements in secondary schools include trained ICT complaint teachers, internet access, comprehensive ICT policies and funding.
In developing countries like Nigeria, these requirements are limited posing lots of challenges; this research therefore aims at examining the challenges facing the use of ICT elements for teaching computer science education in Senior Secondary Schools. This will help to re-enforce plans towards these challenges and help improve the efficiency of teachers’ delivery of computer science education in secondary schools in Anambra state.
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ABSRACT - [ Total Page(s): 1 ]The research focuses on challenges facing the use of ICT element in Senior Secondary Schools. It was carried out in Awka metropolis of Anambra State covering over 6,500 students and 300 teachers; a survey research was used in which 10 computer subject teachers and 200 students were adopted from 10 Secondary Schools using simple random sampling technique. Challenges facing the use of ICT element, the extent of availability of ICT elements and the competence of teachers and students in using ICT e ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 2 ]QUESTIONNAIRE ON CHALLENGES FACING THE USE OF ICT ELEMENTS IN TEACHING COMPUTER SCIENCE EDUCATION IN SENIOR SECONDARY SCHOOLS. For Students (QS) Instruction: Please fill in the blank spaces or thick                        in the boxes provided where appropriate. Section A  Name of school ………………………………………………  Your class ……………………………………………………. Gender:                ... Continue reading---
TABLE OF CONTENTS - [ Total Page(s): 2 ]TABLE OF CONTENTS TITLE PAGEÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â CERTIFICATIONÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â APPROVALÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â DEDICATIONÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â ... Continue reading---
CHAPTER TWO - [ Total Page(s): 6 ]The federal government of Nigeria, in the national policy on education (FRN, 2004), recognizes the prominent role of ICT element in teaching learning and has integrated this into education in Nigeria. To actualize this goal, the document states that government will provide basic infrastructure and training at the primary school. At the junior secondary school, computer education has been made a prevocational elective and it’s a vocational elective at the senior secondary school. It is also the ... Continue reading---
CHAPTER THREE - [ Total Page(s): 2 ]Research Instruments The instrument used for study was questionnaire. Two (2) research instrument were used, one for students which has a total of 26 items and another for teachers which has a total of 21 items. Both questionnaires have two (2) sections A and B. The questionnaire designed for teachers has four (4) questions on section A and twenty-one (21) items on section B. The questionnaire designed for students has four (4) items on section A and twenty (26) items on the section B. ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 6 ]Research Question 3 Are teachers and students in Anambra state senior secondary school competent with using ICT elements?         Table 6.     Students’ responses to their ICT Competences S/N Item X Remarks 17 Our teacher illustrate using computer systems and other ICT elements when teaching the use of ICT 2.46 Disagre ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 3 ]Recommendations Based on the findings, the researcher recommends that – ICT elements like projects, printers, monitors, system units, etc. should be provided for teaching of computer subject/ICT usage in Anambra state Secondary Schools. The current policy pronouncements are absolute and need to be updated within the dynamic world of computers. Regular in-service training for ICT / computer teachers must be in place that includes basic computer operations, and teaching methodologie ... Continue reading---
REFRENCES - [ Total Page(s): 2 ]Al-Ansari, H (2006) – Internet use by the faculty members of Kwait University. The electronic library 24(6); 791 -803.  Aiken, Edmore and Jenson (2002) A survey of Cybercafés in Nsukka Metropolis State, Nigeria. The Electronic library 21(5): 487 -95.  Ashocroft, L, Ani B and WATTS, C. (2005); ICT skills for information Professionals in developing countries; Prospective from a Study of the electronic information Environment in Nigeria.  Brakel, P.A, & Chisenga, J (2008 ... Continue reading---
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ABSRACT - [ Total Page(s): 1 ]The research focuses on challenges facing the use of ICT element in Senior Secondary Schools. It was carried out in Awka metropolis of Anambra State covering over 6,500 students and 300 teachers; a survey research was used in which 10 computer subject teachers and 200 students were adopted from 10 Secondary Schools using simple random sampling technique. Challenges facing the use of ICT element, the extent of availability of ICT elements and the competence of teachers and students in using ICT e ... Continue reading---