The Use of ICT and Teaching Effectiveness among Teachers of Social Studies
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education systems around the world are under increasing pressure to use new information and communication technology (ICT). The premise that ICT is important for bring changes to classroom teaching and learning is the basis for this pressure. These skills include the ability to become life-long learners within a context of collaborative inquiry and the ability to work and learn from experts and peers in a connected global community (Plomp, 2011).
Information is a key resource for under-graduate teaching, learning, research and publishing. This brings the need for effective methods of information processing and transmission (Hawkins, 2012). ICT have impacted greatly on teaching, learning, research and schools managements in a number of ways. These include communication devices or applications encompassing, radio, television, cellular phones, computer network, satellite systems, as well as the various services and applications associated with video conferencing and distance learning (Tinio, 2013).
Yusuf (2012) sees ICT as powerful enabling tools for educational change and reform. When ICT are used appropriately in education, they can accelerate, enrich and deeper basic skills in reading, writing, mathematics, sciences and social sciences; they can motivate and engage pupils to learn as they become independent and responsible for their learning.
The computer, telephone and other ICT tools are very useful, versatile and indispensable instructional tools in education. Akporume (2004) as cited in NAJO STECH (2013) posited ICT tools are introduced into education as instructional tools for effective teaching and learning.
The Use of ICT and Teaching Effectiveness among Teachers of Social Studies
- They permit self-pacing by the learners.
- They provide remedial instructions of those who need and support learner’s exploration of all aspects of knowledge of interest.
- They provide realistic interaction between the learner and the learning tasks.
- They are infinitely patient and make the teacher patient.
- They enable stakeholders effectively manage available data on pupils, teachers and facilities, and reveals current situations much more quickly. They researcher concludes that one would accept the fact that the use of ICT in teaching and learning process would enhance the existing instructional methods and also improve the ways by which instructions are delivered.
In recent year, there has been a ground well of interest in how computers and the internet can best be harnessed to improve the efficiency and effectiveness of education at all levels both informal and formal are more than just the internet and computers. Prall (2013) says that it is possible for ICT to facilitate both teaching and learning effectively. It would be negative to say that ICT are a panacea for under-prepared pupils but ICT can be a useful complement to teachers hen carefully integrated into the curriculum.
In Nigeria, the use of computers and the internet is still low when compared to developed nations of the world. This is largely due to limited infrastructure and the attendant high cost of access. However, the introduction of ICT usage, integration and diffusion has initiated a new age in education methodologies, thus, it has radically changed traditional method of information delivery and usage pattern as well as offering contemporary learning experiences for both instructors and pupils.
According to Udoh (2014) a teachers as a specialized persons were at the centre of educative process and indeed the key men informal school system. These set of people where involve in passing knowledge, ideas, skills or models of conduct in such a way that the learner was bought to understand and evaluate the underlying rational for what is presented to him. ILO and UNESCO (2012), viewed teachers as all those persons in schools who are responsible for providing his/her students with the education directed to the all round development of the human personality and toll moral society cultural and economic progress of the community.
Galadima (2013) argues that the ability of teachers to express themselves fully affect the understanding of the pupils in the teaching of social studies in primary schools through the use of ICT is no longer a threat to the pupils. Social studies is a subject that deals with man’s behaviour and its physical environment. Whitworth and Berson (2013) point out that, within the Social Studies, technology has served a dual role as an important instructional tool that may have a significant effect on the global, political, social and economic functioning of society. According to them, as a method or topic instructions, computers and technology may have significant impacts on Social Studies education.
Vanfossen (2012) points out that Social Studies need ICT for effective teaching since ICT acts as instructional materials in that there are many benefits of ICT use in the classroom such as the ability to break down the classroom’s physical limitations and expanding students’ experiences, development of students’ inquiry and analytical skills and expanding students’ experiences with visual technologies. It is considered that technology is the main support for the students learning developments and the computers are the main technology support as a tool for effective learning and teaching process (Isman, 2013).
It has been proved that the use of ICT in teaching Social Studies makes learning easy, fasters accurate and real. More so, ICT provides pupils with opportunities to work and learn on their own. That is ICT offers a reality of experience which stimulates self activity on the part of learners. ICT can be used to equip pupils with skills which they will need in further education as an on-going learning process throughout the rest of their lives. ICT encourages active participation in classroom interaction as well as facilitate the sharing of knowledge which enhance teaching effectiveness (NAJO STECH, 2013).
Furthermore, access in ICT for teaching purposes implies that pupils and the teachers enjoy support services that make teaching and learning effective. ICT is useful for the evaluation of learning outcomes, classroom management and at the same time have positive effect of making deeper impression on minds of learners.
1.2 Statement of the Problem
It has been reported that conventional teaching approach has not been able to address pupil’s dismal academic performance as such new teaching approaches of which information and Communication Technology (ICT) play a key role is now being adopted by training institutions across the globe (Keke, 2013).
It is quite obvious that the teaching/learning process in primary schools today is suffering setback; the ability of the pupils to cope with modern trend in science, information and communication technology has raised serious concern. Lack of modern learning facilities is a serious problem; equally the illiteracy level of teachers towards the modern ICT development constitutes a greater part of the problem. It is observed that the teacher’s strategies in delivery lesson sometimes are ancient that it could not promote excitement, interests and retentions among pupils. However, the use of instructional materials, which supposed to be suitable and attractive is absolutely out of place. This is because the teacher is not acquainted with the knowledge of ICT.
ICT will solve the problem of the teaching ineffectiveness if there are availability of ICT resources, appropriate use of ICT and when teachers employed have knowledge on the use of ICT. Thus, this will make teaching of Social Studies to be easy, faster, accurate, real and meaningful as well as enhancing effective teaching and learning processes.
The Use of ICT and Teaching Effectiveness among Teachers of Social Studies
1.3 Purpose of the Study
The main purpose of this study is to investigate the use of ICT in the teaching effectiveness among teachers of social studies in primary schools in Ini Local Government Area.
Specifically, the study sought to:
- Determine the relationship between the use of ICT and teaching effectiveness among teachers of Social Studies in primary schools.
- Examine the relationship between the teachers’ knowledge of ICT and teaching effectiveness among teachers of Social Studies in primary schools.
- Find out the relationship between the availability of ICT and teaching effectiveness among teachers of Social Studies in Primary schools.
1.4 Significance of the Study
This study has the following significance.
- The result of the study will not only help performance in social studies examination, but also serve as a guide and information tool to educational planners for the general improvement in primary schools.
- The outcome of this study will enable schools to begin to use ICT as a teaching approach in social studies and to familiarize the pupils with the use of computer technology.
- The findings of the study will be of immense value to potential teachers to have prior knowledge of computer technology before using it for effective teaching.
1.5 Research Questions
The study attempts to provide answers to the following research questions:
- What relationship exists between the use of ICT and teaching effectiveness among teachers of Social Studies in primary schools?
- What relationship exists between teachers’ knowledge of ICT and teaching effectiveness among teachers of Social Studies in primary schools?
- What relationship exists between the availability of ICT and teaching effectiveness among teachers of Social Studies in primary schools?
1.6 Research Hypotheses
The following hypotheses were formulated for the finding of the study.
- There is no significant relationship between the use of ICT and the teaching effectiveness among teachers of Social Studies in primary schools.
- There is no significant relationship between the teacher’s knowledge of ICT and teaching effectiveness among teachers of Social Studies in Primary schools.
- There is no significant relationship between the availability of ICT and the teaching effectiveness among teachers of social studies in primary School.