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THE EFFECT
OF INFORMATION COMMUNICATION TECHNOLOGY ON EARLY CHILDHOOD EDUCATION DELIVERY
ABSTRACT
The study
attempted to investigate the impact of information communication technology
(ICT) on educational development of children in early childhood education in
selected nursery schools in Mainland Local Government Area of Lagos State. In
this study, some relevant and related literatures were reviewed under
sub-headings. The descriptive research survey design was applied in the
assessment of the opinions of the respondents with the aid of the questionnaire
and the sampling technique. A total of 200 (Two hundred) respondents were used
in this study. A total of four null hypotheses were formulated and tested in
this study with the use of the Pearson Product Moment Correlation Coefficient
for hypotheses one and two, while the independent t-test statistical tool was
used for hypothesis three and four respectively. All the hypotheses were tested
at 0.05 level of significance. At the end of the tests, the following results
emerged: that there is a significant effect of the use of ICT on learning of
children at preschool, that there is a significant relationship between the use
of ICT and teacher’s performance at preschool, that there is a significant
relationship between use of ICT and pupils’ learning outcomes at preschool and
that there is a significant gender difference in the use of ICT at the preschool
level
CHAPTER ONE
INTRODUCTION
1.1Background
of the Study
The
importance of ICT is quite evidence from the educational perspective. Though
the chalkboard, textbooks, radio/television and film have been used for
educational purpose over the years, none has quite impacted on the educational
process like the computer. While television and film impact only on the
audiovisual faculties of users, the computer is capable of activating the
senses of sight, hearing and touch of the users. ICT has the capacity to
provide higher interactive potential for users to develop their individual,
intellectual and creative ability. The main purpose of ICT “consists just in
the development of human mental resources, which allow people to both
successfully apply the existing knowledge and produce new knowledge”
(Shavinina, 2001).
The
collective and rigid nature of learning and the passive nature of the learning
associated with the use of radio, television and film do not contribute any
innovative changes to traditional methods in education system. Information and
communication technologies are being used in the developed world for
instructional functions. Today, computers perform a host of functions in
teaching and learning especially as many nations are adding computer literacy,
reading and writing literacy skills students will need for succeeding in a
technologically developed world (Thomas, 2005). At the instructional level,
computers are used by pupils to learn reading, mathematics, social studies,
art, music, simulation and health practices.
In
educational multimedia application Shavinina (2006), asserted that today’s
learning contents are domain-specific products and that they dominate the world
market. According to Shavinina (2006), domain-specific educational multimedia
is directed to knowledge acquisition skills development in the language arts,
history, physics, literature, biology and so on.
There is no
doubt that ICT provides productive teaching and learning in order to increase
children’s creative and intellectual resources especially in today’s
information society. Through the simultaneous use of audio, text, multicolor
images, graphics, motion, ICT gives ample and exceptional opportunities to the
pupils to develop capacities for high quality learning and to increase their
ability to innovate.
Nigeria
cannot afford to lag behind in using multimedia to raise the intellectual and
creative resources of her citizens especially the children. This is
particularly important for children whose adulthood will blossom in a cyber
environment entirely different from that of the present (Shavinina, 2006).
Nigerian children need to be taught by radically new educational programme and
variety of educational contents with multimedia playing key role (Ayo, 2000).
Technology
plays a significant role in all aspects of life today, and this role will only
increase in the future. The potential benefits of technology for young
children’s learning and development are well documented (Wright & Shade,
1994). As technology becomes easier to use and early childhood software
proliferates, young children’s use of technology becomes more widespread.
Therefore, early childhood educators have a responsibility to critically
examine the impact of technology on children and be prepared to use technology
to benefit children.
Computers
supplement and do not replace highly valued early childhood activities and
materials, such as art, blocks, sand, water, books, exploration with writing
materials, and dramatic play. Research indicates that computers can be used in
developmental appropriate ways beneficial to children and also can be misused,
just as any tools can (Shade & Watson, 1990). Developmental appropriate
software offers opportunities for collaborative play, learning and creation.
Educators must use professional judgment in evaluating and using this learning
tool appropriately, applying the same criteria they would to any other learning
tool or experience. They must also weigh the costs of technology with the costs
of other learning materials and programme resources to arrive at an appropriate
balance for their classrooms.
Computer are
intrinsically compelling for young children. The sounds and graphics gain
children’s attention. Increasingly, young children observe adults and older
children working on computers, and they want to do it. Children get interested
because they can make things happen with computers. Developmentally appropriate
software engages children in creative play, mastery learning, problem solving,
and conversation. The children control the pacing and the action. They can
repeat a process or activity as often as they like and experiment with
variations. They collaborate in making decisions and share their discoveries
and creations (Haugland & Shade, 1990).
The
teacher’s role is critical in making certain that good decisions are made about
which technology to use and in supporting children in their use of technology
to ensure that potential benefits are achieved. Teachers must take time to
evaluate and choose software in light of principles of development and learning
and must carefully observe children using the software to identify both
opportunities and problems and make appropriate adaptations. Choosing
appropriate software is similar to choosing appropriate books for the
classroom, teachers constantly make judgments about what is age appropriate,
individually appropriate and culturally appropriate (NAEYC, 1992).
Early
childhood educators must devote extra effort to ensure that the software in
classrooms reflects and affirms children’s diverse cultures, languages, and
ethnic heritages. Like all educational materials, software should reflect the
world children live in: it should come in multiple languages, reflect gender
equity, contain people of color and of differing ages and abilities, and
portray diverse families and experiences (Derman-Sparks & A.B.C. Task Force
1989; Haugland & Shade, 1994).
As
pre-school educators become active participants in a technological world, hence
they need in-depth training and ongoing support to be adequately prepared to
make decisions about technology and to support its effective use in learning
environment for children. Mayor (1997) advocates for teachers to be fully
equipped to understand and communicate to both children and adults the skills
required to build more sustainable life in a technological changing and highly
globalized world. The potentials of technology are far-reaching and ever
changing. The risk is for early childhood educators to become complacent,
assuming that their current knowledge or experience is adequate. “Technology is
an area of the curriculum, as well as a tool for learning, in which teachers
must demonstrate their own capacity for learning” (Bredekamp & Rosegrant,
1994).
1.2Statement
of the Problem
The problem
of lack of the application of the information and communication technology
(ICT) in the teaching and learning processes at the early childhood education
delivery cannot be overemphasized. This is because, several factors pose some
hindrances to the effective use of ICT for the purpose of teaching pupils at
the pre-school level. The major impediments to the successful use of
information and communication technology (ICT) in the preschool level include:
the high cost of computers in the developing countries; weak infrastructure
that has caused deficiency in the use of computer; lack of skills and human
knowledge to integrate ICT into teaching and learning in the preschool.
Not only
that, other problems of the non-utilization of ICT in teaching at the nursery
school, include lack of relevant software. For instance, software that is
appropriate and culturally suitable to the Nigerian education system is in
short supply. Also, there is great discrepancy between relevant software supply
and demand in developing countries like Nigeria. Limited access to the internet
by many Nigerian teachers, especially those who teach the pupils at the
preschool is yet another problem of this study. This is because, there are few
internet providers that provide internet gateway services in Nigeria, many of
the foreign companies that provide the internet services in Nigeria, provide
poor services to the Nigerian masses, and so, teachers do not make good use of
them.
The above
identified problems, gave rise to the examination of the effect of information
communication technology on early childhood education.
1.3Purpose
of the Study
The main
objectives of the study include to:
(1) examine whether information
communication technology affects early childhood education.
(2) assess whether there is difference in
performance between teachers who applied information communication technology
and those who do not.
(3) Investigate whether there is effective
use of information communication technology in teaching and learning at the
preschool level.
(4) find out whether there is gender
difference in the use of ICT at the preschool level.
(5) discover the factors that militate
against the use of ICT in teaching at the preschool level.
(6) proffer solution to the problems of non-use
of ICT in teaching and learning processes at the preschool level.
1.4Research
Questions
The
following questions were raised in this study:
(1) Does ICT usage affect early childhood
education of children?
(2) Is there any difference in performance
of teachers who used ICT in their teaching and those who did not?
(3) Is there any effective use of ICT in
the teaching and learning processes at the preschool?
(4) To what extent does gender different
exists in the use of ICT at the preschool level?
(5) What are the factors that militate
against the use of information communication technology in preschool?
(6) What is the possible solution to the
problem of the use of ICT in teaching at the preschool level?
1.5Research
Hypotheses
The
following research hypotheses were formulated and tested in this study:
1. There will be no significant effect
of the use of ICT on learning at the preschool.
2. There will be no significant
relationship between the use of ICT and teachers’ performance in school.
3. There will be no significant
relationship between the use of ICT and pupils’ learning outcomes at the
preschool.
4. There will be no significant gender
difference in the use of ICT at the preschool.
1.6Significance
of the Study
The
beneficiaries of the outcomes of the study include:
(1) Teachers would be one of the
beneficiaries of this study as the findings and recommendations of the study
will enable them to appreciate the importance of the application of ICT in
teaching and learning at the preschool level of the country’s educational
system. Also, teachers, will see this study as an eye opener, in the sense
that, it will give them an insight into the appropriate use of ICT in the
teaching and learning processes at the nursery school.
(2) Pupils would benefit from this study,
as the findings and recommendations of the study will enable them to understand
the importance of the use of ICT and the role it plays in their learning
outcomes.
(3) Parents would benefit from this study
because it will enlighten them to know the importance of the use of ICT by
their children’s teachers and its effect on their children’s learning outcomes.
Also, with the effective application of ICT, parents would notice a difference
in the performance of their children at the early stages of their educational
careers.
(4) The society will also benefit from the
outcomes of this study because, the recommendations of this study will enable
the adult members of the society to understand the effect of the use of ICT on
teaching and learning at the preschool level of Nigerian educational system.
(5) Researchers, both old and new,
including students, will see this study as a contact or reference material for
their further studies and academic work.
1.7Scope of
the Study
The study
covered the effect of the use of ICT on teaching and learning at the early
childhood education in Shomolu Local Government Area of Lagos State.
1.8Definition
of Terms
The
following terms were operationally defined in this study:
Information
Communication Technology: Is the component culture that enables people to use
their power to utilize their environment for their survival. It has made the
world to be a global village.
Early
Childhood Education: Education for the children from birth to age 8.
Educational
Technology: Systematic approach to designing, implementing and evaluating the
instructional system on the basic principle of education.
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