ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
THE USE OF
ICT IN VOCABULARY DEVELOPMENT IN SECONDARY SCHOOLS IN ENGLISH
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The Our
present concern about skills development in information and communication
technology in Nigeria classroom stem from the fact that skills development in
information and communication technology in Nigeria classrooms have not
received the attention it deserved because modern life requires that the
quality of education be improved. In the present day secondary schools, lack of
skills in ICT has led to the problem the
students are facing now.
Information and communication Technology, took its stand as an
occupational technology as far back as
early sixties (1969s) in the development country particularly U.S.A. Before this particular time, development of
skills in these areas were not given attention until the early eighties (1980s)
and was recognised as educational technology being an educational pursuit
(River State University of Science and Technology, faculty of Science and
Technical Education, Department of science and Technical Education S. W. and
Dokubo A.; Dr Alice E. Asimi; Dr Iroha Kalu Department of curriculum and
Teaching, faculty of Education, University of calabar, calabar and Benedict O.
E. Ani main library, University of calabar, calabar. Information and
communication Technology (ICT) consist of hardware, software, networks, media
for collection, virtual learning environment, internet Gateway, storage,
processing, transmission and presentation of information ( voice, data, text
and images). As suggested by world Bank (2002) The internet is a powerful tool
for improving the quality of a wide range of public service important for
poverty reduction, especially education and health. Emphasis is laid on
students in secondary schools in the Nigeria classroom who lacks the latest
technology and designed material skills in ICT to complete in global economy.
Information and communication Technology (ICT), Stand as a platform for skills
acquisition. This is based on the computer and Nigeria telecommunication technology. It provides relevant knowledgeable
information in diverse field of study.
Other skills development are concerned with how to operate (D-ROM and 1.
44 floppy diskettes New concepts, New products, and New ideas is produced
everyday with the help of skills
development in information and communication Technology this transforming the
lives of students in the classroom and also industries as well as business in
the whole wide world. The role of technology in teaching and learning is
rapidly becoming one of the most important and widely discussed issued in
contemporary education policy (Rosen and Well, 1995; Thierer, 2002), Most
expects in the field of education agreed that
when properly used, Information and communication technology hold great
promise to improve teaching and learning in addition to shaping workforce
opportunities people (1996) has
indicated that computer illiteracy is now regarded as new illiteracy. This has actually gingered a new and strong
desire to equip schools with computer facilities and qualified personal
necessary to produce technological proficient and efficient student in
development countries of the world. There is no doubt that computer can aid the
instructional process and facilities students learning in the Nigeria classroom. Many studies have found positive effect
associated with technology aided instruction (Burnelt, 1994, and fitzgerald and
warner, 1996).
1.2
STATEMENT OF PROBLEM
Skills
development in ICT emanates from the urgent need for greater efficiency in teaching/learning
process in Nigeria classroom. This has
always been a matter of concern to many people who have stake in education
(Dwyer, 1996; Gibson 2001; Sambo; 2002).
Improved efficiency is necessary, if for no other reason than the
increasing complexity of the knowledge skills for survival itself. The general
increase in the awareness of the importance of education to a successful life
has intensified certain problems in the Nigeria education science of
today. However, the world Bank report
(2002) reveals that Nigeria has been identified as one of the poorest countries
in the world, with a high rate of youths unemployment, as a result of low level
of ICT skills development in the modern Orientated society and this is a global
problem. From the skills identified,
only handling of text and images, sound and music, storing and retrieving have
been a little bit studied. This simply
means that for students to develop skills in ICT there must be great interest
on their part in this study. Nigeria ranks among countries with low level of
ICT skills adoption. The area they are
lacking include fixedline and mobile telephones per 1000 people -5, personal
computers per 100 people - 6.6; Internet users per thousand- 200 as compared to
south African with the following figures 304, 61.8 and 2, 400
respectively. The outcome of such skills
that has been studied before will definitely aid in teaching -
learning-learning situations especially sorting or retrieving answers of difficult
assignment in the website relating to the study. The problem is to make
available learning situation with many flexibility for each student in the
classroom in other to help them develop different skills, and to make
adjustment suited to his/her individual needs. All races, All faith and all
parts of the Nigeria classrooms have not well developed ICT skills. Little wonder, that this matter has become a
focus of concern or all educators. What
has been lacking is a plan for action that should be taking into consideration
those certain factors that tend to control and make the learning environment a
serious place in the Nigeria classrooms.
Some of these factors are the realities of providing a means of
financing school and to make construction, the capabilities and training of
present teachers. These problems of ICT
skills development in the Nigeria classroom provided a number of logical
questions been argued in the mind: The
questions are as follows below:
(1) How can a science teacher provided
effective instruction for a class of fourty (40) who have a wide range of
abilities, interests and needs?
(2) As large variety of ICT is given in our
disposal ''should they be taught how to locate, retrieve, analyse, use, and
store information?
Most
educationalists feels that the solution for students /individual differences in
the classroom lies in the individualisation of instruction ( moore and moore
1983; Honey et al; 1999). Again the
world Bank report (2002) has shown that there exists a correlation between IT
and national prosperity.
Hence, the
role of the ICT use and adequate skills development in Nigeria classrooms and
on Nigeria economy is an attempt to match Nigeria to the community of producing
competent teachers and students, and been a rich nation cannot therefore be
overemphasised.
Report from
N.T.A News reviews that ICT skills had not well developed in he Nigeria
classrooms and that this is a globalisation problem caused by teachers who are
not competent enough in their field of study so as such they cannot impact
knowledgeable skills to information to the students. Correspondents suggested that programmes
should be hold to develop these ICT skills and that the skills to be develop in
ICT is the digital parts of the internet to facilitate information (Newsline,
2006) 17th September. Other impediments
to skills accusation in ICT are (1) Cost (2) Weak Infrastructure (3) Lack of
skills (4) Lack of relevant software and limited access to the internet would
be explained in further details.
Hence, is
this study emphasis would be laid on skills development in information and
communication technology in Nigeria classroom.
The teacher is seen to have constitute greater problems in teaching and
learning as a result of lack of ICT skill training. And also is this study, emphasis would be
placed on secondary schools in Oredo Local Government Area of Edo State. Here we are going to discuss ICT skills that
have been studied before, their outcome, if anybody has made skills acquisition
in the area, and if such remark has logically subjected to a study? This and many more will be discussed in this
research work.
1.3 ASSUMPTION OF STUDY
The
following assumptions were drawn up to determine the problems of skills
development in information and communication technology in Nigeria classrooms.
Lack of
skills or communication link between the teachers and the students in the
classrooms
Lack of
relevant software and limited access to the internet.
Cost
Weak Infrastructure.
1.4
STATEMENT OF HYPOTHESES
For a more,
easy and comprehensive research work, the following hypothesis would help the
researcher in doing a good and successive work:
H0: lack of
skills link between teachers and students does not causes problems in skills
development in ICT
H1: lack of
skills link between teachers and students does causes problems in skills
development in ICT
H02: lack of
communication link between teachers and students does not causes problems in
ICT skills development
H2: lack of
communication link between teachers and students does not causes problems in
ICT skills development
1.5
PURPOSE/SIGNIFICANCE OF STUDY
At the
completion of this research work, it is of great importance to note that
various communities, towns, states, and Nigeria in general will find the result
of this research work to be beneficial to great and marvellous extent, as this
research work would play an essential rule in the task of educational standard,
growth and development in secondary schools.
The results from this research work will also provide an ample
opportunity for teachers to be aware of what role they must play in other to
help students acquire knowledgeable information about one study. Again
student's in secondary schools will be aware of the importance of computer and
other devices in teaching and learning and how they can benefit from it. The
research work will also provide an ample opportunity for the researcher and
other readers to obtain a first hand and high degree of information as to
skills development and communication technology in secondary schools in Edo
State.
1.6
DELIMITATION/SCOPE OF THE STUDY SCOPE
This
researcher work is design to determine skills development in information and
communication technologies in classrooms.
It seeks to sought the skills needed to be developed, opinion from
correspondents particularly teachers in selected schools, problems of the study
and their actions on educational standard. For a simple and clear research
study, this work should be limited to secondary schools within Oredo Local
Government Area of Edo State, Nigeria. However various work of life or resource
persons and their response would be treated with strict secrecy, use of skills
in pedagogical situation would also be investigated and we would also see if
these developed skills would help in global combativeness in Nigerian and the
classroom environment. Secondary schools involved are as follows below:
(A)
Evbuotubu Secondary School South East in Oredo Local Government Area, Edo
State.
(B) Asoro
Secondary School South East in Oredo Local Government Area, Edo State.
(C) Emotan
College South West in Oredo Local Government Area, Edo State.
(D) Adolor
College South West in Oredo Local Government Area, Edo State.
(E) Oba
Akenzuwa Secondary School South West in Oredo Local Government Area, Edo State.
(F)
Integrity National High School KM 4 in Oredo Local Government Area, Edo State.
(G) Idia
College South West in Oredo Local Government Area, Edo State.
(H) Anglican
Girls Grammar School South in Oredo Local Government Area, Edo State.
(I) Itohan
Girls Grammar School South in Oredo Local Government Area, Edo State.
(J) Greater
tomorrow and World of Faith Secondary South East in Oredo Local Government
Area, Edo State.
In private
secondary like greater tomorrow and world of faith secondary both tin South
East in Oredo Local Government Area, Edo State.
When I visited, personal interview with teachers were held and I was
also opportune to see their computer
room, and other devices. ICT technology
is more in these school and efficient due to the following reasons: first
financial capacity for purchasing pore is greater when compare to government
school.
After much
research in these school about skills development in ICT, I observed that every
students has a great assess to each computer.
Secondly,
there are much skillful and well trained computer wizard teaching/passing the
knowledge of ICT skills to the students.
In both schools, students learning capacity is faster because about
60-70 percent of them uses computer and other ICT facilities at home as well as
in school making them to be more informed in all areas of education. The opposite is the government secondary
school where the teachers complained of lack of
ICT facilities due to lack of fund, no project implemented by the government to facilitate ICT
technological programmes, Insecurity of these facilities, lack of electricity
in school premises. In government
secondary school, Evbuotubu to be precise there's no skilled or good computer
wizard that can pass information Example:
(Computer study) to students because the school cannot afford to pay for
their salaries thereby depriving the students to know more about ICT skills
acquisition.
The private
secondary schools have very rich standard in ICT education while the reverse is
the case in government secondary school.
Insecurity and purchase of these facilities is another problems too in
the school.
DELIMITION
OF THE STUDY
The study
has been to examine skills development in information and communication
technology in Nigeria secondary schools in Oredo Local Government Area of Edo
State. The research work is carried out
at the period that was faced with many difficulties. Lack of finance posed the most difficult
limitation because the research was carried out with little amount of fund
making purchase of material very difficult for the project work. Transportation is also another limitation to
this study which hinders my visit to different libraries in other collages
and university for more extensive review
work of one past. Finally, most
respondents could not expatiate the reason for ICT skills development in
secondary schools affecting the development of the project. It also took me great deal of time and energy
to explain points that were not clearly understood to the respondents in other
to have their own view on the matter.
Some declined comment to some questions asked during interviewed. Other
delimitation involves
(1) ICT
skills development in rural areas in the Local Government is very low compared
to the urban areas. This is as a result
of lack of fund to purchase ICT facilities, lack of trained staffs and lack of
interest on students part.
(2) Some
teachers fails to take to consideration the fact that achievement of teaching
and learning depend on adequate planning and utilisation of ICT facilities.
(3) Shortage
of electricity supply is another factors for skills development in information
and communication technology.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment