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SKILLS
COMPETENCE AND ICT INTEGRATION IN TEACHER EDUCATION
ABSTRACT
The study
investigated the level of Skills Proficiency and ICT Integration in Teacher
education. The research design adopted was the Descriptive survey design. The
study population was the entire student population of the faculty of education,
University of Lagos–Akoka. The total study population was stratified into 80
junior undergraduates, 80 senior undergraduates and 80 post graduate students
from various departments of the faculty of Education. A self structured
questionnaire containing both open ended and closed items was used for data
collection. The data obtained was analyzed by answering three research
questions and testing three hypotheses. After a careful analysis of the data,
the results show that: Students were more proficient in the use of MS Word,
Internet search tools and E-mail application tools but weaker in the use of
IWB, MS Excel, and SPSS application tools. ICT Skills Proficiency is
independent of students’ academic level, Exposure to Teaching practice and the
type of study programme in the faculty of Education. The most integrated ICT
application tools are Internet Search tools, Microsoft Word and E-mail while
the least integrated application tools are IWB, MS Excel and SPSS. Avery strong
positive correlation was established between skills proficiency and the pattern
of ICT integration in the faculty of Education. The study recommended that the
use of MS Excel, IWB and SPSS application tools should be better better
integrated into the Teacher Education programmes through Curriculum content,
Assignments, Teaching practicum and
Lesson presentation in order to improve the effectiveness of ICT
integration in Teacher Education. Finally Lecturers and in service teachers
within the educational system should be motivated to adopting ICTs during classroom
lessons.
CHAPTER ONE
INTRODUCTION
1.1
Background to the problem
Change is
commonly said to be the most permanent thing in the world because of its
inevitability. The world itself is not static. So also all the activities of
human endeavour keep on changing. Education is not left out of the phenomena
that change with time either in policy formulation, implementation or
operation. We are currently in the age of advanced Information and
Communication Technologies (ICT). The world has become a global village. This
makes what goes on in any part of the world known and accessible to the rest of
the world. Teaching and learning are global phenomenon.
Acquisition
of relevant knowledge comes via effective teaching and learning. In this world
of advanced ICTs, teaching and learning cannot be adequately effective without
the use of ICTs in schools. Rai (2006) said that new information and
communication technologies are changing the world we live in and the way we
learn to live .According to him, ICT changes teaching and learning through its
potential as a source of knowledge, a medium to transmit content, a means of
interaction and dialogue. Thus, in Rai’s (2006) view ICT is both a cause of
change and a means of achieving change, especially in education.
Information
and Communication Technology (ICT) has become an integral part of our daily
lives for the last five decades. The dramatic adaptation of ICT has in turn
called for education reforms at various levels with a view to creating an
enabling educational environment for the next generations to effectively
function in the digital era. Therefore, teachers’ capacity of integrating ICT
into their teaching practices plays a critical role in achieving the goals of
the education reform. In this regard, teacher education institutions (TEIs)
have made great efforts to develop a new ICT curriculum (or course) or
incorporate ICT components into their existing curriculum.
Also, UNESCO
realizes that any educational reform of a country means little without the
support of those at the heart of education, and so teacher development is at
the core of such programmes. However, professional development of teachers can
not be seen in isolation, but should be considered in the context of the
broader educational reform, involving the development of supportive policy,
infrastructure and curriculum.
Although,
schools are known to be resistant to innovation and change (Kearsley, 2004),
the proliferation of ICT is beginning to affect how teachers teach (Reid,
2002). One of the current issues about the use of ICT in Nigerian schools is
the disparity in the use of ICT between private and public schools.
Despite an
increasing emphasis on computer education in the Nigerian curriculum at all
levels since the nineties; the maximum impact of ICT on Education is yet to be
achieved.
The problem
can be adduced to several factors such as inadequate skilled personnel,
mismatch in curriculum, poor policies implementation, poor financing and lack
of infrastructure.
Since the
curriculum documents provide arguments for introducing ICT in the school
setting, schools expect that graduates from teacher education programs have a
reasonable knowledge of how to use ICT (Montgomerie & Irvine, 2001).
However, this may not be the case as is noted by Oren, Mioduser, and Nachmias
(2002), who argue that most current teachers’ pre-service preparation and
subsequent in-service courses were devised in reference to traditional
educational technology and settings. … Thus, the participants in these courses
are not familiar with the processes, interaction patterns, features and
possibilities of technology-mediated educational transactions. (Implications of
these studies,
In order to
substantiate this claim by Oren, Mioduser and Nachmias (2002) that current
teacher’s pre-service preparation and subsequent in-service courses were
devised in reference to traditional educational technology settings, this study
is aimed at assessing and evaluating the effectiveness of ICT integration into
teacher education.
1.2
Statement of the problem
This
research serves as an evaluative tool and an assessment of ICT integration into
the Teacher Training Programme at the faculty of Education, University of
Lagos.
It has been
observed that most graduate teachers in Nigeria lack the skills to cope in a
modern work environment. This situation often results in the creation of skills
gap in the labour market. Also, there is often an emphasis on quantitative
expansion in education; whereby more schools are built by the government, but
there is often no corresponding increase in the quality of teachers and
educational facilities.
What
compounds this issue even more is that although the students who were born in
or after 1982 belong to the “Net Generation,” and are accustomed to operating
in a digital environment for communication, information gathering and analysis
(Oblinger, 2004), they typically lack information literacy skills, and their
critical thinking skills are often weak (Oblinger & Oblinger, 2005). The
problem is that students “do not necessarily understand how their use of
technology affects their literacy or habits of learning” (Barnes, Marateo &
Ferris, 2007, Independence, Autonomy, and Learning, ¶).
Therefore,
as knowledge experts, teacher educators must as a matter of necessity keep
abreast with current inventors, research network and innovation in the world of
education.
This knowledge can only be enhanced through adequate utilization of ICT
resources.
1.3 Purpose
of the study
The purpose
of this research is to determine the level of Skills competence and ICT
integration into teacher education programme at the faculty of Education,
University of Lagos. Relevant data will be obtained from primary and secondary
sources. The study hopes to achieve the following:
i.
Find out the level of basic ICT skills proficiency in students during
the Teacher Training programme in the faculty of Education.
ii.
Investigate the pattern of ICT integration into various programmes at
the faculty of Education.
iii. Find out if any correlation exists
between Skills Proficiency and the level of ICT Integration in the faculty of
Education.
1.4 Research
Questions
The following questions will be researched:
· How proficient are Students in the use
of basic ICT application soft-wares?
· How do lecturers help to integrate ICT
into Teacher Training Progarammes?
· Is there any correlation between
students’ Skills proficiency and the level of ICT integration in the faculty of
Education?
1.5 Research
Hypotheses
In order to
find out the level of skills competence and ICT integration in various
programmes at the Faculty of Education, the following hypotheses will be tested
in this study:
1) Ho: There is no significant relationship
between students’ ICT proficiency and their academic level.
2) Ho: There is no significant relationship
between ICT proficiency and exposure to Teaching practice during the
undergraduate programme (Groups 1 & 2).
3) Ho: There is no significant relationship
between ICT proficiency and the type of study programme in the faculty of
Education (G3 & G2)
1.6 Significance of the study
The
researcher hopes that the findings of the study will benefit the following
bodies in the following ways:
Ø Students: To promote self efficacy amongst student
teachers in acquiring ICT skills.
Ø Teacher educators: To project relevant ICT
skills needed for ICT curriculum delivery.
Ø Employers: To help bridge the ICT skills gap
in the teaching profession for both local and international labour market.
Ø Graduate teachers: To sensitize newly
qualified teachers about relevant ICT skills necessary for the labour market
Ø Administrators: To highlight some of the
weaknesses associated with ICT Integration in Teacher Education.
Ø Teacher Educators: to serve as a needs
assessment report on ICT skills development in Teacher education.
1.7 Scope of
the study
Teacher
education is offered in various institutions such as Colleges of Education,
Universities, Technical Colleges, On the Job training and other In-service
programmes. These programmes vary in their content and duration and are
designed to be relevant to various levels of the educational system. The
faculties of education in the Nigerian universities offer both undergraduate
and postgraduate teacher education programmes which are aimed at improving
teaching and learning across various levels of the educational system.
Thus, the
scope of this study is the Undergraduate, Post graduate Diplomas and Master’s
in Education programmes including those enrolled as full time and part- time
students in the faculty of Education, University of Lagos.
Students
enrolled in the Undergraduate programme take two ICT courses, each in the first
and second year respectively. The Undergraduates undergo their teaching
practicum in the third year. By the end of the fourth year, they prepare to
round up and submit their research project.
For the Post
Graduate Diploma programme, students take one ICT course in the first semester
and their teaching practicum in the second semester.
Master’s
students in the faculty are expected to have gone through some ICT training and
their teaching practicum as undergraduates or postgraduate diploma students.
Thus, the
scope of the study is the total population of students enrolled in the faculty
of Education, University of Lagos-Akoka.
The
dependent and out-put variable is the level Skills proficiency while the
independent and input variable is the level of Integration of basic ICT
application soft wares at the faculty of education, University of Lagos-Akoka.
1.8
Delimitation
In the
course of carrying out this research, the study has some limitation that must
be taken into account when interpreting the results and designing future
studies. There was no actual skills test administered on the participants.
Skills competence was based on self assessment of the participant. It is
possible that some participant over scored or underscored their level of
competence in the use of the various ICT software application.
1.9
Definition of Terms
Information
Communication Technology
ICT in this
study refers to a range of technologies that are applied in the process of
collecting, storing, editing, retrieving and transferring of information in
various forms.
ICT includes
both soft ware and hard ware that are employed for educational purposes.
Skills
Competence in ICT
The concept
of Skills competence in this study refers to the extent to which a potential
user can manipulate an ICT gadget and the corresponding software.
ICT
Integration in Teacher Education
ICT
integration refers to how ICT is applied for various educational purposes such
as:
Classroom
interaction, Lecture presentation, Assignments and Document preparation,
Communication
and various Researches that take place during the Teacher Education programmes.
A
description of Teacher Education
Teacher
Education refers to various programmes that have been designed for the
development and production of teachers in various tertiary institutions of Nigeria.
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