This document summarizes a study that examined the perceived competence of Nigerian secondary school teachers in using information and communication technology (ICT). The study found that most teachers in Ogun State secondary schools do not have the required competence in ICT. It also found that teachers' competence in ICT usage is not influenced by their academic qualifications, teaching experience, or subject specialization (whether in sciences or humanities). The document recommends that the Nigerian government provide more training opportunities for teachers in ICT usage through regular seminars and workshops, increase computer access in schools, and provide internet access and financial support to encourage teachers to learn ICT skills.
This study assessed Information Communication Technology (ICT)integration in four state Colleges
of Education in North Western, Nigeria. The study focuses on three criteria of technology adoption: availability,
utilization and integration. This becomes imperative given that the prospective teachers the colleges produce
will operate in school systems and with students that were influenced by global trends in information explosion.
Also, like most educational innovations, the use of ICT in schools should satisfy the key demands of availability
and accessibility to learners who demand its effective utilization, and, above all, integration into all facets of
curricular and pedagogical practices. The study used the cross-sectional survey design since it aims at a
description and evaluation of existing characteristics of a large population of respondents, by concurrently
studying different samples drawn from the population. Data werecollated using questionnaires administered on
lecturers and computer laboratory technicians of the selected Colleges. The data was analyzed using
percentages and means. The major finding of the study is that ICT presence in these colleges was still
peripheral due to lack of access to internet connectivity. It was therefore recommended that the schools should
expand their ICT capability, the students be given proper orientation and training on the uses and benefits of
ICT and that ICT integration must begin from the teacher training curriculum of the institutions.
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
This study assessed Information Communication Technology (ICT)integration in four state Colleges
of Education in North Western, Nigeria. The study focuses on three criteria of technology adoption: availability,
utilization and integration. This becomes imperative given that the prospective teachers the colleges produce
will operate in school systems and with students that were influenced by global trends in information explosion.
Also, like most educational innovations, the use of ICT in schools should satisfy the key demands of availability
and accessibility to learners who demand its effective utilization, and, above all, integration into all facets of
curricular and pedagogical practices. The study used the cross-sectional survey design since it aims at a
description and evaluation of existing characteristics of a large population of respondents, by concurrently
studying different samples drawn from the population. Data werecollated using questionnaires administered on
lecturers and computer laboratory technicians of the selected Colleges. The data was analyzed using
percentages and means. The major finding of the study is that ICT presence in these colleges was still
peripheral due to lack of access to internet connectivity. It was therefore recommended that the schools should
expand their ICT capability, the students be given proper orientation and training on the uses and benefits of
ICT and that ICT integration must begin from the teacher training curriculum of the institutions.
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
Teacher Education, Information Communication Technology and Educational Techn...AJHSSR Journal
It is widely accepted that, Education is the back born of any meaningful development and
teachers are the back born of any education system. Nigeria as a developing country has problems in its teacher
education system especially with regards to the modern Information Communication Technology (ICT) tools in
teacher delivery. In the modern day which is full of many innovations and modern technology products that are
now in the classroom ICT play a vital role in teacher education. Likewise, proper utilisation of educational
technology in the teacher education is of a paramount importance as educational technology has to do with,
machines, materials, media, men and methods in achieving specific educational objectives. The paper discusses
the nature of Teacher Education, ICT and Educational Technology in the 21st Century: problems and prospects
in Nigeria. Some of the problems faced by teachers include lack of skills towards utilising some of the ICT
tools, lack of electric power stability or alternative power source and lack of Government commitment. The
paper proffers ways to ameliorate the situation which include provision of adequate facilities to teacher
education programmes, ICT and Educational Technology Centres. The recommendations will be helpful in
having effective and efficient implementation of Teacher Education Programmes, ICT and Educational
Technology in Nigeria.
This study attempts to assess information communication technology as pedagogy for teaching in some selected secondary schools in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary school teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed as pedagogy for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way of formulating policies and implementing the existing one if any with all sincerity.
ICT Utilization in Secondary Schools in Ede South Local Government, Osun Stat...EECJOURNAL
This paper investigated the use of information communication and technology (ICT) for effective management of secondary schools in Ede South Local Government. The study investigated the level of availability of ICT facilities in schools, the capacity for using ICT facilities for teaching-learning process, the perceived benefits of using ICT and the problems facing the use of ICT in secondary schools. It was found that the level of provision of ICT equipment to secondary schools in the State was low. The intermittent disruption of electricity and inadequate funding were found as major problem inhibiting the usage of ICT equipment for the management of schools in the State. It was concluded that the State Government was not fully ready to imbibe (ICT) for the effective management of secondary schools in the State. It was recommended that the State government should supply the necessary ICT equipment to all secondary schools in the State. Government should also improve the training of principals, teachers and computer personnel in the use of computers and other ICT equipment through seminars, workshops and in-services training
Challenges in the Adoption and Utilization of Information and Communication...World-Academic Journal
The study sought to determine the challenges that influence adoption and utilization of Information and Communication Technology in public secondary schools in Kenya. The study adopted a descripto-explanatory research design covering a stratified sample of 84 respondents drawn from 30 public secondary schools in Molo Sub-County. Data was collected by use of questionnaires and was later analyzed using descriptive and inferential statistical analysis tools. According to the study findings, financial limitations (91.1%) was found to be the most important factor influencing ICT adoption and utilization with a correlation coefficient of 0.53 at 0.000 significance level. The study recommends that, the Government should allocate specific budget for ICT Integration in schools, initiate liberalization of telecommunications policies, lower taxes as well as encourage multi-partnership that involves donors, private companies (usually ICT based), NGOs and religious bodies to work together to garner resources and set priorities for ICT in education projects.
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
Teacher Education, Information Communication Technology and Educational Techn...AJHSSR Journal
It is widely accepted that, Education is the back born of any meaningful development and
teachers are the back born of any education system. Nigeria as a developing country has problems in its teacher
education system especially with regards to the modern Information Communication Technology (ICT) tools in
teacher delivery. In the modern day which is full of many innovations and modern technology products that are
now in the classroom ICT play a vital role in teacher education. Likewise, proper utilisation of educational
technology in the teacher education is of a paramount importance as educational technology has to do with,
machines, materials, media, men and methods in achieving specific educational objectives. The paper discusses
the nature of Teacher Education, ICT and Educational Technology in the 21st Century: problems and prospects
in Nigeria. Some of the problems faced by teachers include lack of skills towards utilising some of the ICT
tools, lack of electric power stability or alternative power source and lack of Government commitment. The
paper proffers ways to ameliorate the situation which include provision of adequate facilities to teacher
education programmes, ICT and Educational Technology Centres. The recommendations will be helpful in
having effective and efficient implementation of Teacher Education Programmes, ICT and Educational
Technology in Nigeria.
This study attempts to assess information communication technology as pedagogy for teaching in some selected secondary schools in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary school teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed as pedagogy for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way of formulating policies and implementing the existing one if any with all sincerity.
ICT Utilization in Secondary Schools in Ede South Local Government, Osun Stat...EECJOURNAL
This paper investigated the use of information communication and technology (ICT) for effective management of secondary schools in Ede South Local Government. The study investigated the level of availability of ICT facilities in schools, the capacity for using ICT facilities for teaching-learning process, the perceived benefits of using ICT and the problems facing the use of ICT in secondary schools. It was found that the level of provision of ICT equipment to secondary schools in the State was low. The intermittent disruption of electricity and inadequate funding were found as major problem inhibiting the usage of ICT equipment for the management of schools in the State. It was concluded that the State Government was not fully ready to imbibe (ICT) for the effective management of secondary schools in the State. It was recommended that the State government should supply the necessary ICT equipment to all secondary schools in the State. Government should also improve the training of principals, teachers and computer personnel in the use of computers and other ICT equipment through seminars, workshops and in-services training
Challenges in the Adoption and Utilization of Information and Communication...World-Academic Journal
The study sought to determine the challenges that influence adoption and utilization of Information and Communication Technology in public secondary schools in Kenya. The study adopted a descripto-explanatory research design covering a stratified sample of 84 respondents drawn from 30 public secondary schools in Molo Sub-County. Data was collected by use of questionnaires and was later analyzed using descriptive and inferential statistical analysis tools. According to the study findings, financial limitations (91.1%) was found to be the most important factor influencing ICT adoption and utilization with a correlation coefficient of 0.53 at 0.000 significance level. The study recommends that, the Government should allocate specific budget for ICT Integration in schools, initiate liberalization of telecommunications policies, lower taxes as well as encourage multi-partnership that involves donors, private companies (usually ICT based), NGOs and religious bodies to work together to garner resources and set priorities for ICT in education projects.
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
The research paper discussed ICT impact on schools, through discussing its impact on teachers and students, and their general attitudes towards use of ICT in their classroom and as a medium of teaching and learning. The majority of the research indicated that the use of ICT was fruitful; its implementation raised the motivation of the students towards learning through breaking the conventional methods of teaching. Moreover, some of the studies showed that the student's rates of success, and that their participation improved, in addition to advancement in their computer skills and most importantly, their achievement. The use of ICT in schools is challenging and requires careful planning since the new generations have advanced skills in most of the new technological innovations, which threatens the educational process through using the ICT provided at schools for purposes beyond learning and teaching.
Chen 2Chen 2Qian ChenENGL 1301Prof. MaurComment by Kaur, .docxbissacr
Chen 2
Chen 2
Qian Chen
ENGL 1301
Prof. Maur Comment by Kaur, Manavpreet: Kindly spell my name correctly
2020/6/1
Proofread the essay
Technology Integration for Faculties in and Education Comment by Kaur, Manavpreet: Not in bold letters
We identify that information technology is an integration of our daily lives. At homes, we employ information technology for everyday activities such as communication and performance, Industries, and business organizations use technologies such as AI and robots to leverage the rate of productivity, profitability and company continuation. In this sense, we should acquaint ourselves with novelty skills and know- on technology for the all-around application. The concepts of information technology and communication application in education are welcoming. Several searchers provide a possible connection from the migration of traditional classroom learning to digital learning, particularly relating to the teacher-learner relationship. In research to validate the effectiveness of information technology integration in schools (Ghavifekr &Rosdy, 188), avers that the technology-based- teaching and education is effective due to ICT tools and equipment establishing an active learning environment and efficient for teachers and, learners. The integration of IT in the learning environment is essential in the management of the teacher-learner relationship and leveraged a technology-based learning environment as oppose o a traditional classroom system. Thus, leaners of all faculties, age, and physical condition require the integration of technology and learning skills and tools. Comment by Kaur, Manavpreet: Good
With the application of technology in the classroom, learners have the platform for better engagement of the subjects in question. A considerable number of learners from all faculties have precise access to information technology skills and knowledge in better comprehension and research on a particular topic within a learning environment. As the author, Noor-Ul-Amin, puts it, conventional learning through the integration of the ICT leverages content appreciation (3). The student can perform additional research on the topic from available online sources to leverage content analysis and comprehension of the learning environment's issues. Similarly, within a technology-based- learning environment, learners can share content with others, teachers in informational discourse platforms such as emails and social media, creating a platform for discussion increasing capability the content comprehension of in a learning environment. Effective use of ICT in all faculties leverages interactive environment for content emphasis in learning, thus resulting in quality improvement in I education for all faculties. Therefore, the aspects provide practical evidence for the interaction of IT skills and tools.
KNOWLEDGE AND PERCEPTIONS OF STUDENTS REGARDING THEIR TEACHERS’ ICT INTEGRATI...IJITE
Because of the importance of ICT in people’s everyday lives, teachers worldwide are encouraged to find
innovative and creative ways to incorporate these tools into classroom learning. As such, the goal of this
study is dual : to investigate students’ knowledge of ICT and its integration in secondary schools settings
on the one hand and to explore their perceptions of their teachers’ ICT integration in the classroom and its
advantages on the other. Quantitative research approach implying a self-designed questionnaire was used
for data collection. A total of 132 student-teachers from first year at the Teacher Training School of
Natitingou were used as participants. The results showed that these participants : (1) have a good
knowledge of the concept of ICT, its tools and its significances; (2) perceive what teachers do when
integrating ICT in the classroom ; and (3) acknowledge the multiple advantages of ICT integration in the
classroom.
ICT is a logical, mechanical and designing discipline and the executive’s method utilized in taking care of data, its
application and relationship with social, monetary and social matters (UNESCO, 2002). ICT represents Data and
Correspondence Advances. ICT is a piece of our lives for the most recent couple of many years influencing our general public as
well as individual life. ICT which is presently extensively utilized in instructive world. Educator, Understudy, director and each
individual connected with training are prevalently utilized ICT. Instructor use ICT for making showing educational experience
simple and fascinating. A capable instructor has a few abilities and strategies for giving fruitful instructing. So advancement and
increment of abilities and capabilities of educator required information on ICT and Science and Innovation. In present day
science and innovative social orders instruction requests more information on educator with respect to ICT and abilities to
involve ICT in educating - growing experience. The information on ICT likewise expected for pre-administration instructor
during their preparing program, since this coordinated mechanical information helps a imminent educator to know the universe
of innovation in a superior manner by which it very well may be applied in future to improve the understudies. Presently - days
ICT‟s are changing schools and homerooms another look by bringing in new educational plan in light of true issues, projects,
giving devices to improving picking up, giving educators and understudies more offices and potential open doors for criticism.
ICT additionally helps educators, understudies and guardians to meet up. Ceaseless and Far reaching Assessment (CCE) makes
a difference understudies as well as educators to involve more innovation for making instructing learning more appealing to
improve our group of people yet to come. Educators should know the utilization of ICT in their branches of knowledge to help
the students for learning all the more really. In this way, the information on ICT is especially essential for the both imminent
educators as well as in-administration instructors moreover. This will assist educators with knowing coordinated innovation with
homeroom instructing.
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Perceived competence of nigerian secondary schools teachers in
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Perceived Competence of Nigerian Secondary Schools Teachers in
the Use of Information and Communication Technology (ICT).
Tayo Omoniyi1
Adedayo Taofeek Quadri2*
1. Department of Curriculum Studies and Instructional Technology Olabisi Onabanjo University, PMB 2002, Ago
Iwoye, Ogun State, Nigeria.
2. Wesley Basic School, Mamu, Ogun State, Nigeria.
* E-mail of the corresponding author: taofeekquadri@yahoo.com
Abstract
One of the numerous goals of Nigeria as a nation is to aggressively promote ICT as an instrument of mass
education, growth and development (NEEDS, 2004). There is no doubt that teachers are indispensable for
successful teaching and learning with ICT and their competence in the use of ICT is crucial to successful
implementation of contemporary school curriculum. This study therefore examined teachers’ perceived
competence in the use of ICTs with respect to computer basics, use of the internet, and their ability to use simple
softwares.
A research question and three hypotheses were raised for the descriptive survey study. The instrument used for
the study was the ICT Competence Questionnaire (ICTCQ). Simple random sampling technique was used to
select 300 public secondary school teachers in the four geo-political zones in Ogun State. Frequency count and
percentages were used for the research question while chi square was used in analyzing the hypotheses at 0.05
alpha level.
Findings indicated that;
• Most teachers in Ogun State secondary schools do not have the required competence in ICT.
• Those teachers in the humanities have more competence in ICT than teachers in the sciences.
• Academic qualification of a teacher does not have any effect on teacher’s competence in ICT.
• Teachers’ competence in the use of ICT is not influenced by their teaching experience.
It is then evident that the present crop of teachers needs to be retrained to improve their competence in ICT usage.
Consequently training of teachers in ICT through seminars and workshops organized by state government should
be regulated to termly schedule as against occasional exercise that is prevalent presently. The government should
increase the supply of computer system to schools and also make provisions for their maintenance. Internet
facilities should also be put in place for schools by the government and credit facilities can also be provided for
teachers by the government to encourage individual teacher to have personal computer.
KEYWORDS: ICT Competence, Subject Specialization, Educational Qualification, Teaching Experience.
Introduction
The Federal Government of Nigeria, recognizing the fact that attainment of qualitative education requires
improving on teaching, learning and educational system in general, has made several attempts to effectively
integrate ICT into the educational system. For instance it enacted the National Policy on Information and
Communication Technologies in Education (FRN, 2010). The main thrust of the policy was to meet the human
resources requirements of the nation for attaining and enhancing sustainable socio-economic development,
global competitiveness as well as the individual’s ability to survive in a contemporary environment. The policy is
the latest framework of government on ICT integration into the educational system, as similar policies has been
enacted in the past (FRN, 2004).
The Nigerian National Policy on Education (FGN, 2004) aims at enhancing and improving the competence of
teachers in the development and promotion of effective use of innovative materials in schools. This affirms that
the nation appreciates that competence of the teaching workforce is a key factor in its sustainable development.
Emerging information communication technologies are defining competence of teachers and changing both the
educational system and classroom structure. Learning with the use of computer today can be likened to the air
we breathe in, which is indispensable for every living thing, be it human, mammals or plants. Use of ICT is sine
qua non for any individual or organization to function effectively in this age of knowledge economy.
The Nigerian National Policy on Information and Communication Technologies in Education (FRN, 2010)
defines ICT as any equipment, including computing machines- computer hardware, software, etc. and tools,
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methods, practices, processes, procedures, concepts, principles and the sciences, that come into play in the
conduct of information activities; acquisition representation, processing, presentation, security, interchange,
transfer, management, organization, storage and retrieval of data.
Information and Communication Technologies include traditional hardware and software such as radio,
television, motion picture, projector, camcorders and emerging hardware and software like computers, netbooks,
mobile phones, MPS, e-book readers, personal digital assistances, interactive white board, e-mail, video
conferencing etc. (Anderson, 2010; Curtin, 2002; Moursund & Bilefeldt, 1999, as cited in Yusuf, 2012)
Therefore, ICT can be regarded as the technologies used for accessing, processing, gathering, manipulating, and
presenting or communicating information and these could include software, hardware, and even connectivity.
Gusen and Olarinoye (2007) posit that ICT in education is crucial to political economic and cultural
empowerment. In education, ICT possess the potentials of
• Reforming pedagogical methods
• Expanding access to quality education
• Improving the management of education systems.
The ICT has had tremendous impact on the school social system. It has engendered more constructivist
approaches to teaching, improved overall student motivation to learn, to stay and behave better in school, and it
has radically improved teachers' professional development through constant update of their knowledge on the
latest technologies, and the latest use of computers in content areas. Also, ICTs have been useful as tools in
ensuring a safe school environment as improved communication is facilitated among parents, teachers, students,
and administrators’ (Kmitta & Davis, 2004).
ICT provides students with varieties of opportunities as contained in the research review of Davies and Tearle
(1999); Lopez (2003). First, ICT offers a constructivist approach to learning through the provision of interactive
learning experiences. When interactivity is prominent in learning, it increases students’ performance. ICT also
increases interactivity with instructional programmes. Second, learning through ICT is more effective as it
provides opportunities for using multiple technologies (video, computer, telecommunication etc), thereby
providing visualization aids in the internalization and understanding of difficult concepts and processes. This
gives opportunities for providing links between theory and practice.
Third, ICT provides opportunities for students to gain valuable computer skills which are germane in today’s job
market. That is, they can be used as ready means of preparing today’s students for future work places. Students
as future employees will be occupied with the requisite competence and knowledge to use ICT in their work,
thereby increasing the preparation of students for careers and vocations.
Also, ICT provides opportunities for flexible learning as course information are always available and accessible,
thereby catering for students of different learning styles. This increases opportunities for students’ constructed
learning, and individualization of instruction. Students are therefore encouraged to develop their problem solving
skills and this promotes students’ creativity.
Teachers are indispensable to successful ICT integration in the school system, because the ultimate decision to
use or not to use the ICT is dependent upon them. Albion (1999), notes that teachers' self-efficacy and capacity
to work effectively with computers is a significant factor in determining their patterns of computer use. He noted
further that decisions to use computers in classrooms or in schools are likely to be influenced by teacher beliefs.
That is, teachers' beliefs about their capacity to work effectively with computers are a significant factor in
determining patterns of classroom usage.
Research findings have also indicated that the extent to which teachers integrate ICT in their teaching and
students’ learning is related to several factors, among which are the teachers’ knowledge and competence.
Furthermore, teachers’ ability and willingness to integrate ICT into their teaching will largely be dependent on
the professional training and development which they receive (Watson, 2001; Pearson, 2003; Selinger & Austin,
2003; Williams, 2003).
Yusuf (2005) asserts that teachers’ competence is of particular concern when new subjects or media are
introduced into the school system. This is because teachers’ experience and competence will form the foundation
of their ability to implement the innovation in schools.
UNESCO (2005) defines competency as a set of attributes covering knowledge, skills and attitudes for enabling
one to effectively perform the activities of a given occupation or function to the standards expected in
employment. The notion of competence with regard to the use of ICT in education is broader than the technical
skills needed to use ICT.
The type of ICT competence needed by teachers is a collection of knowledge, skills and attitudes that are
inextricably bound up with the context and pedagogy. Competence needs to be embedded in teacher practices. A
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number of countries have developed national or regional ICT competency standards including Australia, Canada,
People’s Republic of China, India, New Zealand, United Kingdom and the United States. Competency standards,
therefore, are often closely tied to local standards for students, so that expected student outcome in a particular
field of study implies a set of competencies with ICT that their teachers should possess (UNESCO, 2005).
Teachers’ teaching experience could also be a factor in the ICT competence of secondary school teachers. Ojo
(2005) observes that the greater the relevant experience in a given field or performance of an act, the easier will
be the learning of fresh ideas in that particular field or performance of related action. Adeyemi (2007) reported
that schools having more teachers with five years and above teaching experience achieve better results than
schools having more teachers with less than five years teaching experience
Likewise academic qualification and subject specialization may also influence the competence of teachers in ICT.
Teachers with high educational qualification and specialization in science related subjects are expected to be
more competent in ICT use than teachers with lesser educational qualifications or specialization in humanities,
presumably because science, like computer deals with quantitative analysis and requires manipulation of
technologies than humanities.
Objective of the Study
In spite of the recognized potentials of ICT, their integration into learning process will be dependent on teachers’
competence in their use. This study attempted a value judgement of teachers’ perceived competence in ICT with
respect to computer basics, use of the internet, and their ability to use simple software like word processing,
multimedia and spreadsheet.
Research Question
(i) What is the perceived competence of secondary school teachers in the use of ICT?
Research Hypotheses
Ho1: There is no significant difference in the perceived competence of science teachers and teachers in
humanities in the use of ICT.
Ho2: There is no significant difference in the perceived competence of graduate and non-graduate teachers in the
use of ICT.
Ho3: There is no significant difference in the perceived competence of experienced and less experienced
teachers in the use of ICT.
Methods
Design
This research is a descriptive research of the survey type. Questionnaire was used to ascertain the perceived
competence of secondary school teachers in the use of ICT.
Sample and Sampling Technique
The population for this study consisted of all the teachers in the public secondary schools in Ogun State. The
study covered secondary school teachers in the four geo-political zones in Ogun State namely; Ijebu, Remo,
Egba and Yewa.
Simple random sampling technique was used to select 5 schools in each of the zones and 15 teachers from each
of the schools which gave a total of 300 respondents for the study.
Instrument
The research instrument used for this study was an ICT Competency Questionnaire (ICTCQ). This instrument
was designed by the researchers. The questionnaire is divided into two sections. Section A seeks for demographic
data of each respondent. Section B consists of sub-sections 1-3 that has a total of 30 items divided into: (a)
perceived competence in computer basics; (b) perceived competence in using internet; (c) perceived competence
in using softwares; and with the response format of High Competence, Average Competence, Low Competence
and Incompetence.
Validation of the Instrument
After designing the ICT Competence Questionnaire (ICCQ), the draft was presented to experts and specialists in
ICT for face validation and their comments were factored into improving the content.
The test-retest method was used to determine the reliability of the ICTCQ. The instrument was administered on a
set of respondents who were not part of the sample, twice, within an interval of two weeks and the responses of
the first administration compared with the second using Pearson Product Moment Correlation Coefficient which
yielded a reliability coefficient of 0.61.
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Method of Data Collection
Research assistants were engaged by the researchers in the administration of the instrument. The principal of
each school was met for permission to administer the instrument before proceeding to the staff rooms to meet the
teachers. The copies of the questionnaire were administered and collected the same day.
Method of Data Analysis
The collected data from the administered instrument were coded and analyzed using frequency and simple
percentage. Chi square was used to test the hypotheses at 0.05 alpha level and only 282 questionnaires were
valid for the data analysis.
Results
Research Question
What is the perceived competence of secondary school teachers in the use of ICT?
To answer this question, teachers were asked to identify their perceived competence in various items relating to
computer basics, use of internet and use of computer softwares.
The results are presented in Table 1.
Table 1: Summary of Teachers Perceived Competence in ICT.
HIGH
COMPETENCE
% AVERAGE
COMPETENCE
% LOW
COMPETENCE
% INCOMPETENCE %
ITEMS
COMPUTER
BASICS
21 7.47 63 22.23 100 35.43 98 34.95
USE OF
INTERNET
24 8.41 39 13.83 85 30.10 134 47.66
USE OF
SOFTWARE
26 9.03 70 24.88 77 27.37 109 38.71
MEAN 24 8.30 57 20.31 87 30.96 114 40.44
In Table 1, 21(7.47%) of the teachers who took part in the survey indicated high competence in computer basics,
63(22.23%) indicated average competence, 100(35.43%) indicated low competence while 98(34.95%) indicated
incompetence.
In the use of internet 24(8.41%) indicated high competence 39(13.83%) indicated average competence.
Furthermore, 85(30.10%) indicated low competence and 134(47.66%) indicated incompetence.
The data on teachers’ use of computer softwares shows that 26(9.03%) indicated high competence and
70(24.88%) indicated average competence. Also 77(27.37%) indicated low competence and 109(38.71%)
indicated incompetence.
Test of Hypotheses
Hypothesis 1
There is no significant difference in the perceived competence of science teachers and teachers in
humanities in the use of ICT.
Table 2: Chi Square Analysis of Perceived Competence of Science Teachers and Teachers in Humanities in
the Use of ICT.
SUBJECT
SPECIALIZATION
HIGH
COMPETENCE
AVERAGE
COMPETENCE
LOW
COMPETENCE
NO
COMPTENCE
N df X2
cal
X2
cri
SCIENCES 12 17 22 43 282 3 8.403 7.815
HUMANITIES 22 21 55 90
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Decision
Since X2
cal 8.403 is greater than X2
cri 7.815, the null hypothesis was rejected. Thus, there was no significant
difference in ICT competence of teachers in the sciences and those in the humanities.
Hypothesis 2
There is no significant difference in the perceived competence of graduate and non-graduate teachers in
the use of ICT.
Table 3: Chi Square Analysis of Perceived Competence of Graduate and Non-graduate Teachers in the use
of ICT.
EDUCATIONAL
QUALIFICATION
HIGH
COMPETENCE
AVERAGE
COMPETENCE
LOW
COMPETENCE
NO
COMPTENCE
N df X2
cal
X2
cri
GRADUATE 11 30 75 65 282 3 2.976 7.815
NON GRADUATE 5 17 33 46
Decision
Since X2
cal 2.876 is less than the X2
cri 7.815 the null hypothesis was not rejected. Thus there was no
significant difference in the ICT competence of graduate and non-graduate teachers.
Hypothesis 3
There will be no significant difference in the perceived competence experienced and less experienced
teachers in the use of ICT.
Table 4: Chi Square Analysis of Perceived Competence of Experienced and Less Experienced Teachers in
the use of ICT.
TEACHING
EXPERIENCE
HIGH
COMPETENCE
AVERAGE
COMPETENCE
LOW
COMPETENCE
NO
COMPTENCE
N df X2
cal
X2
cri
EXPERIENCED 15 34 63 59 282 3 4.191 7.815
LESS
EXPERIENCED
14 16 33 48
Decision
Since the X2
cal 4.456 is less that the X2
cri 7.815, the null hypothesis was accepted. Thus, there was no
significant difference in the ICT competence of Experienced and Less-experienced teachers.
Discussion
Research question shows in Table 1 that just 8.30% of the teachers have high competence in ICT, 20.31% have
an average competence, 30.96% have low competence and 40.44% are incompetent in ICT. These figures
indicate that majority of teachers in the secondary schools do not have the required competence in the use of ICT.
This corroborates the report of Kirschner and Selinger (2003) that the vast majority of teachers do not know how
to use the computers to promote educational efficiency, and they are not adequately trained to use modern
information media. It also confirms the assersion that teachers have not developed competence in the use of ICT,
thus they cannot model good use of technology (Idowu, Adagunodo & Popoola, 2003). Similarly, Adomi and
Kpangban (2010) assert that 75percent of teachers have no or very limited experience and expertise regarding
ICT in education.
The first hypothesis shows that there is a significant difference in the ICT competence of teachers in the sciences
and humanities with teachers in the humanities scoring higher than science teachers. This finding is in
consonance with the findings of Oludipe (2004) that there exists a low level of acquaintances with many
computer packages among science teachers. Thomas and Mart (2006) also reported that there is a considerable
difference in computer literacy level of teachers based on their subject specialization. Similarly, Agbatogun
(2010) also affirmed that commercial subject teachers were found to have higher level of literacy than their
counterparts. However, one would have ordinarily expected science teachers to be much inclined to and possess
higher ICT literacy level.
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The results of this study also show that ICT competence of secondary school teachers is not academic
qualification specific as confirmed through hypothesis 2. The results are consistent with the findings of
Agbatogun (2010) that teachers’ response to acquiring knowledge, skills and competence in the manipulation of
ICT is on the rise without academic qualification prejudice. On the other hand, these results are in variance with
the findings of Atkins and Vasu (2000) which states that attitude of teachers towards the acquisition of computer
literacy skills and usage depreciate as they attain high academic qualifications.
The outcome of this study makes it evident that teachers’ teaching experience has no mutual relationship with
teachers’ competence in ICTs. The number of years spent in the teaching profession may not determine
competence in the use of ICTs since computer is not used by the teacher to teach and there are no other school
activities that require teachers to be using the ICT on regular basis. ICT competence can only be influenced by
the extent to which teachers expose themselves to adequate use of the ICT particularly outside the school hours.
This finding is not in agreement with Ojo (2005) which reported that the greater the relevant experience in a
given field or performance of an act, the easier will be the learning of fresh ideas in that particular field or
performance of related action. Schools having more teachers with five years and above teaching experience
achieved better results than schools having more teachers with less than five years teaching experience (Adeyemi,
2007). Perhaps the result of this study on teaching experience would have been different if the teachers had been
regularly exposed to in-service training on innovative technologies and practices.
Recommendations
Information and communication Technology is now a key tool on how we see the world and how we live in it.
ICT is in fact gaining prominence and becoming one of the most important elements defining the basic
competence and literacy of people and education is not an exception.
ICT is an influential instrument for the development of quality teaching and learning in educational system and
for the preparation of students in meeting the innovations in the global arena. These can only be achieved
through teachers who are competent in all facets of ICT usage, so that Nigeria as a nation can advance
educationally.
The study revealed that the present crop of teachers cannot take the Nigerian secondary school students to the
desired ICT literacy level, so meaningful steps need to be taken to reverse the status quo.
Training of teachers in ICT through seminars and workshops organized by state government and relevant
agencies should be more frequent. Moreso, the schools can also organize such training for their staff locally by
making use of competent teachers in the school to train others or invite competent teachers from other schools.
The government should increase the supply of computer system to schools and also make provisions for their
maintenance. The schools on their part should develop good maintenance of the systems.
Internet facilities should also be put in place for schools by the government. The school can also do this at
minimal cost. The development levy paid by students every term could be a direct source for financing such
projects.
The government should endeavour to supply CAI softwares in school subjects where they are available. Teachers
should also be allowed to study the software, learn how to use them and then organize special classes for their
students for acquisition of the required skills.
Credit facilities can also be provided for teachers by the government to encourage individual teacher to purchase
personal computer.
Lastly the Parent Teachers Associations and Old Students’ Associations should also contribute to improving
competence of teachers by donating computers to schools, funding ICT training of teachers, and providing
internet facilities to schools. All these will go a long way in mitigating the problem of ICT incompetence among
Nigeria secondary school teachers.
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