Impact Of Information Communication Technology (ict) On Secondary School Education In Anambra State
[WITH A PARTICULAR REFERENCE TO SOME SELECTED SECONDARY SCHOOLS IN OGBARU LGA]

Eye-Problem: The ICT tool called computer has violent rays which affects the eyes negatively. If one stays constantly on the computer system, he or she is prone to night blindness or other eye related diseases.
Workaholic/ Loss of concentration: When one gets addicted to the computer system or internet where information are being shared using the social networks such as facebook, whatsapp, 2go, such student will find it so difficult to leave the computer system for other school activities or house shores.
 

Access to uncensored information: There are some information online which should not be accessible by secondary school students (Romantic expositions, dating sites and sexual blogs) that are always and readily available for all internet users which are uncensored for such age (18 and below). This is the problem some e-library installed secondary schools face. It has been noticed that instead of students going to the e-library to surf the internet positively, the rather go to chart on dating sites especially in a mixed school. So far a student has the website of a date site, he can log in with a disguised picture claiming to be an adult (18 years and above).

SOLUTIONS TO THE PROBLEMS OF ICT IN SECONDARY SCHOOLS
Employment of e-library Inspectors: Inspectors or Laboratory instructors should be employed as to be monitoring students and their activities in the e-library.
Censorship of Information: Web programmers should increase the censorship of web information.

E-Library Time Table: There should be a computer library time table which will help to curtail the excesses of student’s stay in the e-library or computer laboratory.

C.    REVIEW OF EMPERICAL STUDIES
 Many researchers have carried out research on the implication of ICT on secondary teaching. However, the research works of Aladejana (2007),"The implication of ICT and a new kind of science (NKS)” will be reviewed.
The author in her work examines the attitude to the use of information and communication technologies (I.C.T.) and A New kind of science (NKS) for learning in secondary schools from selected secondary schools in Nigeria. She also tries to find out the impact of the use of simple computer experiments on the learning of science and also assesses the availability of resource for this new paradigm.
Multiple research method was used including questionnaire, observation, discussion, and interview.
Two questionnaires ARCAL to asses availability of resources was administered on 106 teachers from 25 secondary school.
The students' attitudes were measured using an adapted established instrument Selwyn-Soh information technology attitude scale(SSITAS) which was administered on 50 Obafemi Awolowo University (OAU) secondary school students purposively selected based on having any basic ICT tool as their facility.
The five sub-scales of attitude assessed affective, usefulness, behavior control and defense components, semi-structured interview of twenty (20) secondary school teachers. Observations were carried out in the c asses of ten (10) secondary school teachers.
Analysis was done using descriptive and inferential statistics. The rating of the sub scales and overall attitude are as follows; 0-20 very poor 21-40 poor , 41-60 good 61-80 very good.

The result of her work shows that; None of the teachers have heard about NKS and its relevance to secondary school teaching.
i. 9.43% of the teachers asked students to browse on the internet
ii. 2.83% of the teachers have used over-head projectors and 1.89% make use of CD-ROM containing educational topics.
iii. 20.0% of schools have one or two computers. While 4.0% have more than two computers.
iv. None of the schools have laptop, LCD projector, video recorder, talking books, and roor robots.
v. 4.0% of the school has an overhead projector, 4.0% fixed line internet access.
vi. 5.67% of teachers have personal computers used for business and commercial purposes.
vii. Some students have access to computer and internet outside the school setting. Thus classroom are still very much traditional without much influence on ICT and NKS.

She made the following recommendations in her work thus;
1. Government should make converted effort to provide the required ICT facilities for secondary schools.
2. There is need for government policies to take care of issues such as class size.
3. Both pre-service and in service training are necessary.
4. NKS should be introduced to many other countries through workshops and seminars.
5. Lastly fear and apprehensiveness of learner must be allayed by teachers.
The role of technology in teaching and learning and is rapidly becoming one of the most important and widely discussed issues in contemporary education policy Eye-Problem: The ICT tool called computer has violent rays which affects the eyes negatively. If one stays constantly on the computer system, he or she is prone to night blindness or other eye related diseases.
Workaholic/ Loss of concentration: When one gets addicted to the computer system or internet where information are being shared using the social networks such as facebook, whatsapp, 2go, such student will find it so difficult to leave the computer system for other school activities or house shores.
 Access to uncensored information: There are some information online which should not be accessible by secondary school students (Romantic expositions, dating sites and sexual blogs) that are always and readily available for all internet users which are uncensored for such age (18 and below). This is the problem some e-library installed secondary schools face. It has been noticed that instead of students going to the e-library to surf the internet positively, the rather go to chart on dating sites especially in a mixed school. So far a student has the website of a date site, he can log in with a disguised picture claiming to be an adult (18 years and above).

SOLUTIONS TO THE PROBLEMS OF ICT IN SECONDARY SCHOOLS
Employment of e-library Inspectors: Inspectors or Laboratory instructors should be employed as to be monitoring students and their activities in the e-library.
Censorship of Information: Web programmers should increase the censorship of web information.
E-Library Time Table: There should be a computer library time table which will help to curtail the excesses of student’s stay in the e-library or computer laboratory.

C.    REVIEW OF EMPERICAL STUDIES
 Many researchers have carried out research on the implication of ICT on secondary teaching. However, the research works of Aladejana (2007),"The implication of ICT and a new kind of science (NKS)” will be reviewed.
The author in her work examines the attitude to the use of information and communication technologies (I.C.T.) and A New kind of science (NKS) for learning in secondary schools from selected secondary schools in Nigeria. She also tries to find out the impact of the use of simple computer experiments on the learning of science and also assesses the availability of resource for this new paradigm.
Multiple research method was used including questionnaire, observation, discussion, and interview.
Two questionnaires ARCAL to asses availability of resources was administered on 106 teachers from 25 secondary school.
The students' attitudes were measured using an adapted established instrument Selwyn-Soh information technology attitude scale(SSITAS) which was administered on 50 Obafemi Awolowo University (OAU) secondary school students purposively selected based on having any basic ICT tool as their facility.

The five sub-scales of attitude assessed affective, usefulness, behavior control and defense components, semi-structured interview of twenty (20) secondary school teachers. Observations were carried out in the c asses of ten (10) secondary school teachers.
Analysis was done using descriptive and inferential statistics. The rating of the sub scales and overall attitude are as follows; 0-20 very poor 21-40 poor , 41-60 good 61-80 very good.
The result of her work shows that; None of the teachers have heard about NKS and its relevance to secondary school teaching.
i. 9.43% of the teachers asked students to browse on the internet
ii. 2.83% of the teachers have used over-head projectors and 1.89% make use of CD-ROM containing educational topics.
iii. 20.0% of schools have one or two computers. While 4.0% have more than two computers.
iv. None of the schools have laptop, LCD projector, video recorder, talking books, and roor robots.
v. 4.0% of the school has an overhead projector, 4.0% fixed line internet access.
vi. 5.67% of teachers have personal computers used for business and commercial purposes.
vii. Some students have access to computer and internet outside the school setting. Thus classroom are still very much traditional without much influence on ICT and NKS.

She made the following recommendations in her work thus;
1. Government should make converted effort to provide the required ICT facilities for secondary schools.
2. There is need for government policies to take care of issues such as class size.
3. Both pre-service and in service training are necessary.
4. NKS should be introduced to many other countries through workshops and seminars.
5. Lastly fear and apprehensiveness of learner must be allayed by teachers.
The role of technology in teaching and learning and is rapidly becoming one of the most important and widely discussed issues in contemporary education policy