Challenges Facing The Use Of Ict Elements In Teaching Computer Education In Senior Secondary Schools

No nation can grow above the quality of her students and the level of educational achievement obtainable. This is because the knowledge and skill acquired by the student through the education system is what they will contribute to growth of the nation. Therefore for people to be equipped in the realization of lofty responsibility ascribed to them especially on the technology areas, ICT training and skill development is imperative. To actualize this, integration of ICT element in secondary school teaching learning should not be over looked. There are many factors identified as hindrances to the flow in the use of ICT elements in secondary schools. Pulgrum (2007) presented a list of 10 of such factors that impede the flow of usage of ICT element in schools. Out of the 10, we identified four major ones namely- :

1. Personal ideas about the contribution that technology can make to the progress of teaching, learning and class room management
2. Teachers lack of knowledge and skills
3. Insufficient number of computers and ICT Elements and
4. Difficulty in integrating ICT instruction in class room.

In related study, Ely (2008) similarly distinguished three (3) major conditions relevant to integration of ICT element in schools. These include-

1. Dissatisfaction of status quo
2. Existence of knowledge and skill and
3. Availability of resources.

The two categories identify more or less the same issue. Ely’s existence of knowledge and skills and availability of resources is similar to Pelgrim’s insufficient number of computer and ICT elements.

Finally Ely’s dissatisfaction of the status quo is directly related to what Zhao and Cziko (2007) term as discrepancy that activates the individual. The problem of teachers’ confidence in the ICT competence as a major factor for integrating technology in teaching is repeated in other studies as well. Mooij and Smeets (2007) explained that if teachers are not confidence in their ability or competent to handle computer, this may hinder their willingness to introduce technology in their classrooms.

It is also reported that the most important reasons teachers give for not using ICT elements is lack of technical know-how. This ICT competence is the same thing as which Zhao and Cziko (2007) referred to as control principle. Some other important factors are also recorded to affect the use of ICT element in schools. Teachers claiming to follow more innovative educational practices such as the use of inquiry, project oriented work and hands on activities are more likely to use new technologies than those who stick to more traditional instructional approaches. There are developments in Nigerian educational sector which indicate some level of ICT application in the secondary schools.