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

Recommendations

Based on the findings, the researcher recommends that –

1. ICT elements like projects, printers, monitors, system units, etc. should be provided for teaching of computer subject/ICT usage in Anambra state Secondary Schools.
2. The current policy pronouncements are absolute and need to be updated within the dynamic world of computers.
3. Regular in-service training for ICT / computer teachers must be in place that includes basic computer operations, and teaching methodologies.
4. The teacher training can be made open to private schools as well to ensure uniform standard.
5. In addition, most teachers need training in integrating IT technique into instructional methods.
6. Furthermore, deliberate effort should be made by government to fund microcomputer in schools.
7. Above all, adding computer studies examination in junior school certificate examination as well as in senior school certificate examination will catalyze serious commitment on usage of ICT element.

Suggestions for further studies

Based on the limitations of the study, the researcher suggests that this study should be carried out using more or different secondary schools and covering many education zones in Anambra State in particular and Nigeria in General.

Summary of the study

This study sought to investigate on the challenges facing the use of ICT elements in teaching computer science in secondary schools in Awka education zone of Anambra state based on problems / challenges facing the adaption and use of ICT element, the extent to which the ICT elements are available and the extent to which teachers and students are exposed to ICT competencies.

The data for the study was collected through the administration of questionnaire to ICT teachers and students in the ten (10) secondary schools chosen. After the analysis of data collected, it was discovered that:

1. All the necessary requirements needed for the adoption and use of ICT elements are not available, therefore, making the objectives not being achieved.
2. The extents to which ICT elements are available for teaching are very poor and low.
3. The teachers of Anambra State Secondary Schools are exposed to ICT competencies but the students are not exposed to these ICT competencies.
4. Students perform better when demonstration / practical method of teaching are employed
5. Damaged computer systems and other related ICT elements are not regularly maintained and replaced in secondary schools.

Finally, to provide solution to some of the problems discovered implies that the necessary requirements and facilities needed should be provided by the government and school management also appropriate teaching methods should be adopted and damaged computer systems put in order or replaced and maintained regularly. If these measures are incorporated, the status of usage of ICT element in secondary schools will be heightened.