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EDUCATIONAL
TECHNOLOGY: AN ENHANCEMENT TOOL FOR TEACHING AND LEARNING
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
The role of
educational technology in teaching and learning is rapidly becoming one of the
most important and widely discussed issues in contemporary education policy
(Rosen and Weil, 1995; and Thierer, 2000). Most experts in the field of
education agreed that, when properly used, educational technology hold great
promise to improve teaching and learning in addition to shaping workforce opportunities.
Poole (1996) has indicated that computer illiteracy is now regarded as the new
illiteracy. This has actually gingered a new and strong desire to equip schools
with computer facilities and qualified personal necessary to produce
technologically proficient and efficient education system that enhances
teaching and learning. There is no doubt that educational technologies like
computer can aid the instructional process and facilitate students’ learning.
Many studies have found positive effect associated with technology aided
instruction (Burnett, 1994, and Fitzgerald and Warner, 1996).
In the more
, there has
been a staggering amount of research and publication related to technology use
for educational purposes during the past decade. Today, nearly everyone in the
industrialized nations gained access to educational technologies and the
purchase of computers for school use in such nations as the United States has
been increasing in such a pace that is difficult to keep track of how many
computer machines are now in American schools (Harper, 2005). Becker (2006)
reported a comprehensive survey of the instructional uses of computers in
United States public and non-public schools. The report suggested that over one
million computers were in American elementary and secondary schools and that
more than fifteen million students used them. The report also says
half-a-million teacher used computers during he same period and that half of
U.S. secondary schools (about 16,500 schools) owned 15 or more computers. Also,
over 7500 elementary schools owned 15 or more computers. Bergheim and Chin
(1984) reported that the US government made available $529 million to schools
out of which 60 to70 percent was spent on computer education. However, in the
US administration’s fiscal 2001 budget, more than $900 million was earmarked
for educational technologies (Hess & Leal, 2001)
In Britain,
the story is the same as the wider availability of computers in schools was
made possible through government funding largely through the Local Education
Authorities (LEA). Visscher et al (2003) reported that following the Education
Reform Act in 1988, the central government made available $325 million, over
time, to promote the use of educational technologies like computers in school
administration and management. Just as the United States and Britain have been
budgeting huge sum of money for educational technology, so have other developed
nations like Nigeria have been doing same. Even many developing nations have
embraced educational technology. In Nigeria, concerted efforts have been made
by many governments to initiate Internet connectivity and technology training
programs. Such programs link schools around the world that in order to improve
education, enhance cultural understanding and develop skills that youths need
for securing jobs in the 21st century. In Nigeria, teachers and students are
using computers extensively as information tools. These programs in this nation
are supported by their government through the ministries of Education. In a
rapidly changing world of global market competition, automation, and increasing
democratization, basic education is necessary for an individual to have the
capacity and capability to access and apply information. Such ability and
capability must find bearing in educational technology in the global village.
The Economic Commission for Africa has indicated that the ability to access and
effectively utilize educational technology is no longer a luxury but a
necessity for development. Unfortunately, many developing countries, especially
in Africa, are already on the wrong side of the digital divide in the
educational use of technology.
EDUCATIONAL
TECHNOLOGY: AN ENHANCEMENT TOOL FOR TEACHING AND LEARNING
1.2
STATEMENT OF THE PROBLEM
The
Nigeria’s needs for educational technology may appear too simplistic and
unnecessary, but cannot be overemphasized. However, the political conditions in
Nigeria for the past thirty years leave no room for continuity. Over the years,
political power in Nigeria has been used to entrench mediocrity, corruption in
high places, misplace priority, and consumer culture. The direct effect of
these is a battered economy and an educational system that is decaying by the
day. According to Okebukola (1997), the plan to establish pilot schools and
thereafter diffuse the innovation, first to all secondary schools and then to
the Primary schools. Unfortunately, beyond the distribution and installation of
computers in the Federal Government Colleges, the project did not really take
off the ground.
Okebukola
(1997) concluded that computer is not part of classroom technology in over 90%
of public schools in Nigeria. Thus the chalkboard and textbooks continue to
dominate classroom activities in most schools in Nigeria. The negative
consequence of this is seen in the level of incompetence displayed by some
Nigerian graduate. The researcher is however of the opinion that educational
technology can be used as a tool for effective teaching and learning, going by
the data from the advanced countries that has already adopted this technologies
a long time ago.
1.3
OBJECTIVES OF THE STUDY
To find out
if educational technology can be used as an enhancement tool for teaching and
learning in Nigeria.
To find out
the level of availability of educational technology for teaching and learning
in Nigeria schools.
To identify
the factors limiting the use of educational technology for teaching and
learning in Nigeria.
1.4 RESEARCH
QUESTIONS
Can
educational technology be used as an enhancement tool for teaching and learning
in Nigeria?
What is the
level of availability of educational technology for teaching and learning in
Nigeria schools?
What are the
factors limiting the use of educational technology for teaching and learning in
Nigeria?
RECOMMENDED:
ADMINISTRATIVE FUNCTIONS TO INFLUENCE TEACHERS’ WORK PERFORMANCE IN SECONDARY
SCHOOL. A CASE STUDY OF NIGERIA SECONDARY SCHOOLS
1.5
HYPOTHESIS
HO:
Educational technology cannot be used as an enhancement tool for teaching and
learning in Nigeria
HA:
Educational technology can be used as an enhancement tool for teaching and
learning in Nigeria
1.6
SIGNIFICANCE OF THE STUDY
The
following are the significance of this study:
The outcome
of this study will explain the deficit created by lack of educational
technologies for teaching and learning in schools. It will also reveal how the
educational technology can be used as an enhancement tool for teaching and
learning.
This research
will be a contribution to the body of literature in the area of educational
technology as an enhancement tool for teaching and learning, thereby
constituting the empirical literature for future research in the subject area.
EDUCATIONAL
TECHNOLOGY: AN ENHANCEMENT TOOL FOR TEACHING AND LEARNING
1.7
SCOPE/LIMITATIONS OF THE STUDY
This study
will cover all the various classroom technologies that can enhance teaching and
learning.
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