This document discusses computer education curriculum for nursery and primary schools. It defines nursery and primary education according to the national policy. It then defines curriculum and computer education. The document outlines the content of the computer education curriculum for different primary grades. It discusses the advantages and roles of computer education, including more efficient learning and connection to the world. It also discusses strategies for preparing the computer education environment, including government support, assessment, and alternative power sources.

1. COMPUTER EDUCATION CURRICULUM IN
NURSERY AND PRIMARY SCHOOL LECTURER IN
CHARGE DR ONASANYA (GROUP 5)

2. What is Nursery and primary
Education.
 According to the national policy on Education (NPE
2004). Nursery education is the education given to
children prior to their entering the Primary school. It
includes the Crèche and Kindergarten.
 Primary education is the education given to the
children between the age range of 6-11 years. Since the
rest of the education system is built upon it, the
primary level is the key to the success or failure in the
whole system.

3. What is Curriculum?
 Curriculum is derive from a Latin word ‘curere’ which
means running a course of event to purposefully go
through within a specified period of time. In other
words it is a course to be run for the attainment of
predetermined goals. In simple terms curriculum is
seen as both planned and unplanned program of
activities carried out in a school system for a particular
period of time.

4. What is Computer Education
 Computer refers to an electronic device which is capable of
receiving information (data) in a particular form and performing
a sequence of operations, in accordance with a predetermined
program to produce a result in a form of information.
 Computer education is an application of computer programme
to education in order to aid teaching and learning in the school,
particularly in the classroom setting.
 Computers has proved to be a valuable educational tool.
Computer assisted instruction(CAI) uses computerised lessons
that ranges from simple drill and practices questions to complex
interactive tutorials. These program have become essential
teaching tools in schools where topics are complex and the cost
of human-teachers is extremely high.

5. ADVANTAGES OF COMPUTER
EDUCATION
 A computer is an electronic device that stores and
processes data. it allows users to manipulate data easily.
The speed of performance of a computer is incomparable,
therefore, teaching and learning process becomes more
efficient.
 The computer and internet have affected our way of
learning, working , storing information, communicating,
playing and also writing. In fact, computers are used in
every sphere of life today.
 One can write more effectively by means of a computer. A
computer allows the user to create documents, edit ,print
and store them so they can be retrieved later.

6.  Using the computer, one can remain connected to the
world through the internet. Internet is a network of
computers that communicate via the internet protocol
suite (IP).
 Computer can be used by students as a storage system
where materials, information and electronic
educational books can be stored.

7. Computer Education Curriculum
Content contains:
 Pry 1 : (i) Uses of Computer (ii) Computer in work places
 Pry 2 : (i) Description of Computer (ii) Computerized Electronic
Device (iii) Parts of Computer
 Pry 3: (i) History of Computer (ii) Input Devices (iii) Output
Devices (iv) The System Unit (v) Components of a System Unit
(vi) Storage Devices
 Pry 4: (i) Data and Information (ii) Importance of Computer (iii)
Computer Hardware (iv) Computer Software (v) Setting up a
Computer
 Pry 5: (i) Classes of Computer (ii) Sizes of Computer (iii) The
Computer System (iv) The Keyboard (v) The Mouse (vi) The
Desktop (vii) Computer Games (viii) Care of Computers
 Pry 6: (i) Computer Networks (ii) Word Processing (iii) The Tool
Bars (iv) Drawing with the Computer (v) Care of the Computer

8. ROLES OF COMPUTER IN
EDUCATION
 Computer have changed the way we work and play a vital
role in every profession. It aid in industrial processes, field
of education, medicine, to mention a few. Computer soft
wares have also been developed for every field and they are
flourishing which is playing an important role in
education. This is also why education experts have made
computer education an integral part of curriculum.
Discussed below are the roles computer play in education:
 Computer technology has a great impact on the
educational sector. Thanks to computer, communicating
instruction to students have become easier and much more
interesting than before. Owing to memory capacities of
Computers, large chunks of data can be stored in them

9.  Computer teaching plays a key role in modern education system.
Students find it easier to refer to the internet than searching for
information in fat books.
 Online education has revolutionized the education industry.
Computer education has made the dream of distance learning ,a
reality. Education is no longer limited to classroom it has
reached far and wide thanks to computers.
 Computer facilitate effective presentation of information.
Presentation soft wares like power point and animation soft
wares like flash can be of great help to the teachers in delivering
lectures.
 The otherwise not so interesting topics become interesting due
to audio-visual effects as subject can be explained in different
ways

10. ASSESSMENT IN COMPUTER
EDUCATION.
 Assessment is the process of defining, selecting, analysing, interpreting and
using information to increase students learning and development of students.
 Increased numbers of students in Primary education and the corresponding
increase in time spent by staff on assessment has encourage interest into how
computer can assist in this area. Ensuring that the assessment methods
adopted reflect both the aims and objectives of the course and any technical
developments which has taken place is becoming increasingly important,
especially as quality assurance procedures require departments to justify the
assessment procedures adopted.
 Assessment in Computer-supported collaboration learning (CSCL)
environment is a subject of interest to education and researchers. The
assessment tools is used to measure groups knowledge, of the collaborative
process, the quality of groups product and Individual collaborative learning
skills .

11. Reasons for computer in Education
 There are various reason for teaching computer in the Nursery and Primary
school which include the following:
 Computer education influences their performance by enabling them to
become involve in their school works.
 Computer classes enables students to put their creativity into use. Computer
education reduces the time needed to efficiently learn new materials.
 Computer education and supporting activities produces developmental gain in
the lives of this kids such as intelligence , non-verbal skills and long term
memory.
 Computer education enhances students mathematical thinking and improve
scores in problem solving and critical thinking tasks.
 Incorporating computer education in schools can inspire students to undertake
careers in technology and enhance their understanding of how computer
technology impact peoples daily lives.
 It provides students with a grounding in computer related software and
activities such as office suite, and creating data sheets. In which can be applied
later in life.

12. STRATEGIES PUT IN PLACE BY SCHOOL ADMINISTATORS
IN THE PREPARATION OF THE ENVIRONMENT
 Government support: government cooperation is necessary for ICT
programmes to have substantial impact and be sustainable. In the attempt to
revaluate the education delivery system and curriculum of countries to include
ICT, Governments have consider the social context in which they are
implementing to include this phenomenon, the realities of individual
countries and the disparities within and across their geographies, including
their limitation say , the language barrier, should be considered and the
availability of ICT should be made according to the needs and desires of the
countries in order to facilitate appropriate learning and local ownership of
knowledge .
 Creating Community-Based ICT facilities: The concept of community-
based ICT facilities may be experienced at the school level to increase school
students’ access to ICT-based materials. For example, one ICT centre may be
created for every five schools in the village/block, and this centre may be
equipped with computer, television, radio or other technologies. A time-table
may be allocated so that each school has access to the ICT centre for one day of
the week. Within each school again, different classes may be allocated different
periods for accessing the ICT centre.

13.  Establishing Local Area Network: Given that internal access is a problem for most
schools, especially in the rural areas, educators and administrators needs to consider the
possibility of establishing Local Area Network (LAN) in schools.
 Focus on Capacity Building: The use of ICT in education calls for fundamental shift in
the way content is designed and delivered, as well as for teamwork and collaborative
practices. New technologies to understand these fundamental shifts. On going training is
necessary for the trainers in institutions and organizations who are engaged in the design
of curriculum, teaching same time middle-level managers, both in the public service and
the NGO sector, need to understand the pedagogy of learning through ICT and the
management models that is required.
 Alternative Power Source: Given the situation of power shortage in areas, and the
effect of power shortage on the usage of computers and other technologies in school, the
government should actively promote the usage of alternate sources of power. This
ecologically friendly solution will also ensure a steady power supply to schools in rural
areas.
 Financing ICT Investment: Financing mechanism for ICT in adequate initiatives are
quite varied. Due to the high up front costs and large recurrent costs, countries and
communities typically employ varied models of financing and cost recovery mechanisms.
Public-private partnership and user fees are important components of financing ICT in
education in many countries although more research is needed to determine the impact
and effectiveness of these mechanisms

14. EVALUATION TO EDUCATION
Evaluation as a concept is derived morphologically from the root ‘value’ and the
stem ‘evaluate’. Evaluation is generally defined as the process of passing judgment
on the value or worth of an object , a person, an event, a thing or an undertaking
beyond this general conception. However evaluation is a goal oriented component
of all decision making activities and it entails the collection and analysis of
relevant data so as to be able to make progressive adjustments towards pre-
determined goals.
What Is Evaluation?
In teaching learning process the teacher’s main task is to promote and facilitate
meaningful learning. A teacher would not be have completed his task until he has
determined the performance of his students. Hence evaluation of students
learning outcome is imperative in the instructional process. Evaluation is one of
the elements of the curriculum. Evaluation is a mainstream educational tool
which is the valuable and less obtrusive when position integrated with all phases
of the instructional process. Bloom(1971) perceives evaluation as the systematic
collection of evidence to determine whether certain changes are taking place and
the extent of the change in individual learner. He further identified 2 sides to
eradicate as the goals and roles and collection of information (data collection)
plus the processing of collected data. Evaluation is therefore, a useful tool in the
determination of the worth of a learning programme for the purpose of making
alternative decision. Three primary types of evaluation are recognized among
educators :- diagnostic, formative and summative

15.  Diagnostic evaluation: is often used in the primary school settings, it often
precedes instruction, while,
 Formative evaluation: is carried out and completed during the instructional
period.
 Summative evaluation: is the most common and is concluded at the end of
the unit or course. In the school systems, evaluation focuses on the students,
the teacher , the curriculum and the classroom. However, the student is the
primary focus in the evaluation of learning outcomes.
In evaluating students learning domains of knowledge are recognised.
The cognitive, the affective and the psychomotor. Evaluation in the cognitive
domain, which deals with knowledge and the development of intellectual skills
and abilities, is often given more attention. The affective and in psychomotor
domains are seldom as prominent . In spite of the importance of the evaluation,
most teachers are unprepared for the role of an evaluation techniques.
Consequently, evaluation in schools traditionally tended to be paper – and pencil
testing type. Further more, summative evaluation is the most frequently used by
teachers at the primary school level because of the level of comprehension of the
children of primary school age the teachers tends to employ summative
evaluation.