1.1 Introduction
Teaching and learning are inseparable concepts with learning playing more of judgmental role to teaching. It is believed that “unless the child learns the teacher has not taught”. Though teaching and learning are intimately linked processes and are interdependent as well as inter woven, teaching is a social phenomenon, while learning is a psychological phenomenon. It is teaching which generally results into learning but there can be learning without teaching. Teachers in the recent trend of teaching and learning are therefore seen as facilitators or guide, and I believe this can better be enhanced through utilisation of ICT facilities.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Information and communications technology (ICT) is an important part of most organizations these days (Zhang & Aikman, 2007). Computers began to be used in schools in the early 1980s, and several scholars suggest that ICT will be an important part of education for the next generation (Bransford, Brown, & Cocking, 2000; Grimus, 2000; Yelland, 2001). Up‐to‐date technology offers many methods of enhancing classroom teaching and learning (Ghavifekr et al., 2014; Lefebvre, Deaudelin & Loiselle, 2006). Dawes (2001) stated that new technologies have the potential to upkeep education across the curriculum and deliver opportunities for efficient student‐teacher communication in ways not possible before. ICT in education has the potential to transform teaching. However, this potential may not easily be realized, as Dawes (2001) underlined when he stated, “problems arise when teachers are expected to implement changes in what may well be adverse circumstances” (p. 61).
Many studies have been conducted to investigate the challenges to technology integration in education (Al‐Alwani, 2005; Ghavifekr , Afshari & Amla , 2012; Gomes, 2005; Osborne & Hennessy, 2003; Özden, 2007). This study provides teachers’ perception and perceived barriers to the use of technology tools in classroom’s teaching and learning process. ICT has been acknowledged globally as one of the greatest techniques infused into the teaching learning process. It is used in the context of this research work to imply a diverse set of electronic technologies, technological tools and resources used to communicate, disseminate, store and manage information in the course of teaching and learning. ICT include computers, the internet, broadcasting technologies and telephony (Adoni and Kpangbam, 2010; Chukwudi and Ejita, 2008). The impact of ICT on learning is the vision that it enables learning anywhere, any time and anyhow. ICTs are utlised during academic activities especially by lecturers and students (Usang, Azubuike and Umoren, 2007). Anissimov (2009); Bless and Truth (2009) and Bliss (2009) agrees with this view but further noted that there is variation in the level of usage of ICT in tertiary institutions among countries.
Due to ICT’s importance in society as well as in the future of education, identifying the possible challenges to integrating these technologies in schools would be an important step in improving the quality of teaching and learning. Balanskat, Blamire, and Kefala (2006) argue that although teachers appear to acknowledge the value of ICT in schools, they continue encountering obstacles during the processes of adopting these technologies into their teaching and learning.
However, despite the Ministry of Education, Malaysia having embarked on the project “1Bestarinet” in providing a virtual learning platform in schools to enhance ICT usage among teachers, ICT has not been fully adopted in the teaching and learning process in most schools in the country. Only a few teachers are using ICT as teaching and learning tools (MoCT, 2003). This is because the challenges outweigh the benefits (Bingimlas, 2009). Therefore, this study is expected to generate information on the teachers’ perceptions and challenges of integrating ICT tools in the teaching and learning process. With changes in modern technologies learners need to be equipped with updated knowledge that will help them adapt to the changing world. Such knowledge leads to better communication and increased 21st century skills as a result of e‐Commerce and self‐employment in the ICT sector.
Therefore, in Anambra State where the research was carried out, the activities that was conducted is to know the Challenges Preventing Public Secondary School Students from using ICT for Learning and the Way forward.
1.3 Statement of the Problem
Over the years there has been a general poor performance in Public Secondary School Students using Information Communication Technology tool in teaching, this is not only applicable in secondary examinations were business education subjects are taught but also in university precisely under ICT education most students who enrol in computer science department do not graduate successfully with their mate.
Unfortunately, in Anambra State University in Public Secondary School Students, there are little or no ICT tools for teaching and learning in various classrooms. teaching and learning method in the class rooms in department of business education still adopt the old traditional method of teaching, where the teacher acts at repertoire of knowledge while student are busy coping what is said and expected to vomit them verbatim during examination. It is worrisome because this has led to massive failure in examinations as the students are rarely grounded in their learning but are mainly subjected to mere memorization of the topics taught.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Challenges Preventing Public Secondary School Students from using ICT for Learning in Anambra State and the Way forward. In achieving this aim, the following specific objectives were laid out as follows:
- To identify school teachers’ perceptions in implementing ICT tools in teaching and learning in classroom.
- To examine the problems preventing public secondary school students from Learning using ICT tools in Anambra State
- To determine the challenges of using ICT tools in teaching and learning in the classroom among school teachers.
- To identify that to what extent do teachers use ICT tools in teaching and learning in the classroom.
- To ascertain the availability of interactive ICT in teaching and learning of Public Secondary School Students in Anambra State
- To suggest the way forword to remedy the challenges preventing public secondary school students from using ICT for Learning in Anambra State
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Does teachers’ perception in implementing ICT tools enhances teaching and learning in classroom?
- Does ICT tool preventing public secondary school students from Learning in Anambra State Public Secondary School Students?
- To what extent are interactive ICT available for teaching and learning in Public Secondary School Students in Anambra State?
- To what extent are interactive ICT utilized in teaching and learning in Public Secondary School Students in Anambra State?
- To what extent are non interactive ICT available for teaching in Public Secondary School Students in Anambra State?
- To what extent are non interactive ICT utilized in teaching and learning in Public Secondary School Students in Anambra State?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: ICT tool does not prevent public secondary school students from Learning in Anambra State
- H1: ICT tool prevents public secondary school students from Learning in Anambra State
Hypothesis Two
- H0: There is no significant challenge of using ICT tools in teaching and learning in the classroom among school teachers
- H1: There is a significant challenge of using ICT tools in teaching and learning in the classroom among school teachers
1.7 Significance of Study
The findings of the study will be of immense benefit to the students, teachers, education shake holders, the government philanthropists.
Information and communication technology is of great important to teachers and students of Public Secondary School Students in Anambra State; this is because from this research, they will able to ascertain the important of information and communication in teaching and learning.
Secondly, this work will be of great important to educational stakeholders. This is because from the research they will be able to know the plight of the student and therefore work out modalities to solve the problems.
Thirdly, this work will be of great important to the government through the ministry of education they would be able to ascertain the course of poor performance of the student of business education and work out modalities to solve the problems.
Furthermore, the work will be of great important to the philanthropists in the area, this is because from the work, they will be able to identify problem of students in studying business education. This will encourage them to donate information and communication technology tools that will be used in teaching and learning in the area.
Finally, the findings would be useful to curriculum planners. Curriculum planners who would wish to resolve the issue of the availability and utilization ICT instructional materials may have cause to know the true situation and properly restructure business education programme curriculum to take care of inadequacies. Curriculum planners would be more objective when the findings are taken to consideration.
1.8 Scope of Study
The study focuses on the Challenges Preventing Public Secondary School Students from using ICT for Learning in Anambra State and the Way forward.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
ICT: Refers to all forms of technologies such as internet, computers, websites, telephones mobiles, wireless devices, networks, hardware, software and telecommunication equipment.
ICT Facilities: Are a technological device used to processing, analyzing, synthesizing, sharing different kinds of information and information processing activities and tools that are necessary to improve teaching and learning process.
Types of ICT materials: Those includes any communication device or application, encompassing: computers, LCD projectors, printers, photocopy machines, duplication, fax, and scanning machines, radio, television, cellular phones, hardware and software, satellite systems, as well as video conferencing internet access and other facilities that ensures student’s learning.
Amount of ICT materials: Are the quantity or number of ICT materials and that are found in the schools to enhance teaching and learning process.
Utilization of ICT materials: Refers to using different types of ICT facilities in classroom and in different educational settings for the purpose of teaching and learning process.
