ABSTRACT
This
study is to investigate the use of ICT in the learning of integrated science
among students teachers in the College of Education, Ekiadolor, Benin City.
Four research questions were developed to capture the topic and questionnaire
was designed to elicit information from the respondents which comprises of the
students of College of Education, Ekiadolor, Benin City. 100 students-teachers
were randomly selected from the four schools in the College. Percentage and
frequency distribution were used to present the result of the information
gathered. The findings revealed that the contribution of ICT facilities to
teaching and learning process; the usage level of ICT facilities; problem
militating against the use of ICT facilities in the study area.
TABLE OF CONTENT
CHAPTER ONE: INTRODUCTION
Statement of
problem
Research
questions
Objective of
study
Scope and
Delimitation of study
CHAPTER TWO
Literature
review
CHAPTER THREE
Methodology
Design of the
study
Population of
the study
Sampling
techniques
Method of data
collection
Method of data
analysis
CHAPTER FOUR
Data
presentation and analysis
CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
Conclusion
Recommendation
REFERENCE
APPENDIX (QUESTIONNAIRE)
CHAPTER ONE
1.1
I NTRODUCTION
Communication
is the livelihood of today’s business. Electronic data communication is
becoming the industry standard of transaction media and widely used in such
areas as education, payment of bills, video conferencing, and group work
collaboration, etc through tele-education and tele-medicines, as already
practiced in many developed countries such as South Africa, India and China,
education and health can be brought to the door step of the rural and deprived
urban cities in all countries in Africa.
Tertiary
education occupies the apex of education endeavours in Nigeria. Tertiary
education is offered after secondary education in universities, colleges of
education, polytechnic, and monotechnics, among others. The goals of tertiary
education as noted in the national policy on education (FRN, 2004) include the
contribution to national development through high level manpower training,
development and inculcation of proper values for the survival of Nigerian
society and individuals development of the individual intellectual capabilities
so as to understand their immediate and local environment, and provide
opportunities for the acquisition of physical and intellectual skills necessary
for individuals to be self-reliant and be useful member of the society. It is also
meant to promote and encourage scholarship and community service forge and
promote national unity, and the promotion of national and international
understanding.
Information
and communication technology (ICT) is defined as computer based tools used by
people to work with the information and communication processing needs of an
organization. It is widely acknowledged that ICTs can be used to improve the
quality of teaching and learning in any tertiary institution. the prevalence
and rapid development of information and communication technologies (ICTs) has
transformed human society from the information technology age to the knowledge
age (Galbreath, 2000). Moursund and Bielefeldts (1999) identified three major
ways of using ICT for teaching and learning. These are information technology
(IT) assisted learning, technology as a tool and computer and information
science. Information technology (IT) assisted learning was divided into;
i.
Computer-assisted
learning, which is the interaction between a student and a computer system
designed to help the students learn to drill and practice, tutorial, simulation
and virtual realities.
ii.
Computer
assisted research implies where ICT is used as an aid to doing library and
empirical research. This is enhanced through the growth of world wide web which
has created virtual library that can only be accessed by the technological
literate.
iii.
Distance
learning, which is the use of telecommunication, designed to facilitate students
learning through e-mail, interactive web sites and two-way audio/video
teleconferencing.
Information
and communication technology (ICT) should be used as a pedagogically powerful
tool for the construction and modeling of knowledge. Inspite of ICT recognized potentials;
their integration in teaching learning process will be dependent on teaching.
Empirical findings have indicated that even teachers who have competence in the
use of ICT do not integrated them in their t4eaching. For instance, Moursund
and Bielefeld (1999) report on now teachers use of information technology
indicated that;
i.
The
technology skills of teacher education faculty were comparable to the skills of
the student they teach and that
ii.
Most
teacher educators did not model the use of technology in their teaching. Thus,
lectures need to be induced not only to be competent in using ICT but also in
integrating them in instruction.
1.2
STATEMENT OF THE PROBLEM
The
improvement in the development of ICT facilities usage has been of a great
deal. It is believed that this improvement has not been felt in the area of
academic. Most studnet4s around the world knows how to operate this so called
ICT facilities but it contribution to learning and teaching process has not been
analyzed which is why this study is been set up to investigate the use of ICT
in the learning of integrated science among students teachers in College of
Education, Ekiadolor-Benin City.
1.3
RESEARCH QUESTIONS
1. How do student teachers use ICT to
solve problems in their everyday lives?
2. What conditions do constrain or enable
utilization of ICT in student teachers learning?
3. How do student teachers collaborate to
address ICT based constraints encountered in their everyday learning
practice?
1.4
OBJECTIVES OF THE STUDY
1. To determine the extent at which
students teachers make use of ICT in their learning process.
2. To determine what constraints hinders
the use of ICT in the study area.
3. To suggest solutions to the constraints
that hinders the use of ICT in the study area.
1.5
SIGNIFICANCE OF THE STUDY
This
study is embarked upon to determine the use of ICT in the learning of
integrated science among student’s teachers in the College of Education,
Ekiadolor, Benin City. Knowing the contribution of the use of ICT facilities
will encourage the authority on how to make this facility more available to the
students and also educate the available to the students and also educate the
novice among the students the importance of using ICT.
1.6
SCOPE AND DELIMITATION OF THE
STUDY
This
study is limited to the use of ICT in the learning of integrated science among student’s
teachers in the College of Education, Ekiadolor, Benin City. Though, this study
is limited to integrated science only but it is believed that information
gathered here can be used as a yardstick to determine what goes on in every
other department in the study area.