ABSTRACT
This study investigated the biology teachers’ state of readiness for integrating ICT in teaching and learning in selected schools in Kososfe Local Government Area, Lagos state. Descriptive survey research design was adopted for this study. The population for this study comprised all teachers and Senior Secondary School Students (male and female) in Kosofe Local Government Area, Lagos state. A simple random sampling technique was used in arriving at selection of Three hundred Senior Secondary School Students and teachers in Senior Secondary Schools in Kosofe Local Government in Lagos State formed the sample for this study. Specifically, four secondary schools were selected from Kosofe Local Government, Lagos State. Forty students and ten teachers were randomly selected from each of the schools resulting to two hundred students and teachers. Ten teachers will be sampled in each school making the total number of teachers sampled to be forty while forty students were sampled in each school making the total number of students sampled to be one hundred and sixty students. Respondents were randomly selected for the study using simple random sampling technique. Two self- structured questionnaire (Teachers’ and students’ questionnaires) of 38 items was used to collect information from the students and teachers after its validity and reliability were determined. Three research questions were posited for this study and all the research questions were significant. The study revealed the following results: biology teachers’ awareness, competence and knowledge of integrating ICT influence their teaching experience among students in selected schools in Lagos state. In the light of the study’s results, the researchers presented a number of recommendations and proposals the most important of which are: More enlightenment and campaigns should be organized by Ministry of education and Non -governmental organizations for secondary school teachers on the importance of the use of ICT in teaching and learning. Moreover, seminars and media can play an important role in making teachers and students aware of the immense contribution of ICT to teaching and learning. School administrators should play a primary role in promoting awareness of importance of the use of ICT in teaching and learning. They can promote such awareness by ensuring that teachers teacher with the aid ICT at all times and make the ICT resources available. Ministry of education should ensure that close monitoring is given to teachers’ performance on the effective use of these ICT materials in classrooms. Federal and State Government, the Ministry of Education and policy makers Should come up policies that would ensure that schools make use of ICT in classroom teaching.
CHAPTER ONE
INTRODUCTION
Background of Study
Information Communication Technologies (ICTs) are making dynamic changes in society. They are influencing all aspects of life. The influences are felt more and more at schools (Fisseha, 2011). Because ICTs provide both students and teachers with more opportunities in adapting learning and teaching to individual needs, society is, forcing schools aptly respond to this technical innovation (Fisseha, 2011). The potentials of ICTs is in increasing access and improving relevance and quality of education in developing countries (Tinio, 2002). ICTs greatly facilitate the acquisition and absorption of knowledge, offering developing countries unprecedented opportunities to enhance educational systems, improve policy formulation and execution, and widen the range of opportunities for business and the poor (Tinio, 2002). One of the greatest hardships endured by the poor, and by many others, who live in the poorest countries, in their sense of isolation, and ICTs can open access to knowledge in ways unimaginable not long ago (Fisseha, 2011).
Information Communication Technology (ICT) refers to the diverse set of technological tools and resources used to communicate create, disseminate, store and manage information. These technologies include computers, the internet, broad casting technologies radio TV and telephone.
Science educator and school science teacher have been continuously looking for ways to create environment for active learning – in which, student’ attention is captured and their mind are engaged (Lin et al, 2001),
After the advent of Information and Communication Technology (ICT) teaching and learning process has virtually got revolutionized globally. ICT is now playing an important role for the dissemination of sustainable quality education worldwide.
ICTs are making dynamic changes in the society. They are influencing all aspect of life. The influences are felt more and more at schools. Because ICTs provide both student and teachers with more opportunities in adapting learning and teaching to individual needs, society is, forcing school aptly respond to technical innovation.
The uses of ICT is making major differences in the learning of students and teaching approaches. Schools in the Western World invested a lot for ICT infrastructures over the last 20 years, and students use computers more often and for a much larger range of applications (Volman, 2005). Several studies reveal that students using ICT facilities mostly show higher learning gains than those who do not use.
Africa have witness the development of ICTs in various sectors over the last decade including education. The change from teacher-centered education system to leaner centered education the world over in the past few years contributes to the use of ICTs in education.