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Challenges Facing The Use Of Ict Elements In Teaching Computer Education In Senior Secondary Schools
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THEORITICAL STUDIES
Integration of ICT Elements in Secondary Schools.
Integration of ICT elements in Nigerian education is dated back in the mid-1960s when IBM assisted universities of Lagos, Ibadan and Ahmadu bello, Nsukka and Ife set up computer centers which became man power development centers. The growth of these centers were affected by the civil war, military take over and structural adjustment programs (SAP) as a result of poor funding. Although Nigeria conceived the integration of ICT elements in her thirty-second National Council on Education (NCE) meeting in 1987 and same was incorporated into her National Policy on Education (2004). Other measures in this direction were the implementation of ICT policy in April 18th 2001, establishment of National Information and Technology Development agency (NITDA), Production of Nigeria Policy for information technology (IT) agency by Nigeria information Technology (NICTA) that was approved in March 2001 and lunched in May 24th 2001 by the federal government. This led to the establishment of National technology Development Fund (NITDEF) and inauguration of National Information and communication technology strategy action plan committee in August 7th 2004.
This measure were adopted by the federal government as a way to harness the benefit of ICT in national development and well build the human capacity,( Uwadi 2008, Jegede and Owolabi, 2008) these initiatives are supported by Dolphin(2009), that the ability to use computer has become an essential part of every ones education. Globalization and shift in knowledge base economy require that educational institutions develop in the individual the ability to transfer information into knowledge and to apply the knowledge in dynamic cross cultural content (Ng-Mao and lee 2010). This can only be achieved by proper use and integration of ICT elements in teaching.
For this reason, United Nations Education Scientific And Cultural Organization (UNESCO) in January 2008 lunched ICT competency standard for teachers (ICT-CST) to provide a common set of guideline that professional development providers can use to identify, develop, or evaluate learning materials or teachers training programs in the use of ICT elements in teaching and learning, and a basic set of qualification that allows teachers to integrate ICT element into their teaching and learning, to advance students learning, and to improve their professional duties.
The ICT-CST is aimed at extending teachers professional development as to enable them learn the use of ICT elements in the development of views and vocabulary regarding the use of ICT elements in teaching. Integration of ICT elements in secondary school teaching and learning is the key to equipping and producing competent professionals for national development. This necessitates the inclusion of ICT in National Policy on Education (NPE, 2004). Meaning that by the integration of ICT elements in Secondary schools, Nigeria will be able to produce scholars who will build her economy as to measure up with other developed nations. To build human resources that will build the nation, ICT elements must be integrated into our secondary school teaching learning and ICT education should be compulsory subject for all students in secondary schools.
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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 ONE - [ Total Page(s): 3 ]STATEMENT OF PROBLEM Information and Communication Technology (ICT) can contribute to universal access to education, equity in education, the delivery of quality learning and teaching, teachers’ professional development and more efficient education management, governance and administration. Organization like UNESCO takes a holistic and comprehensive approach to promoting ICT in education; access and quality are among the main challenges they are addressing. The use of ICT elements in tea ... 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---