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THE PLACE AND CHALLENGE OF ICT IN THE TEACHING AND LEARNING OF
ENGLISH LANGUAGE
CHAPTER ONE
1.1 Background of the study
The challenges of classroom instruction in Nigeria’s school system
and research started changing dramatically with the emergence of new
technologies which include Information and Communication Technology (ICT). This
period of computer age had ushered in a new dimension of processing,
preservation and dissemination of information among other vital roles of
computer through the help of ICT. These days, ICT has had and is continuing to
have an increasingly significant impact on all aspects of human life. ICT provides
an avenue for people in all aspects of life to access and profit from the power
of computer as a personal tool, to collaborate in groups and to disseminate
information locally and globally. For a continuing global interaction in the
international community and in a bid to solve the inter-cultural and language
barriers that are part of the factors that result in global conflict in recent
times, many countries of the world have taken steps to ensure that their
citizens have access to information and communication technology through
increased reliance on computer assistance in delivering their classroom
instructions. In view of the fact that computer has become an inevitable
instructional material/method for teaching and learning of Agricultural science,
this paper explores how ICT must be harnessed to promote teaching and learning
of English language
Attitude is an important concept in social judgments and behaviors
and thus, is one of the most important concepts in decision making (Venkatesh
et al., 2003). As a result, a lot of research on the attitude of both students
and English languageteachers towards the use of ICT in teaching and learning
had been done with outcome being either positive or negative. For instance
Becta (2004) reported that negative attitude was a barrier towards integration
of ICT in teaching and learning while Rhoda and Gerald (2000) found that
positive attitudes towards ICT use are widely recognized as a necessary
condition for effective computer use in teaching and learning. Similarly, study
findings by Kubiatko and Halakova (2009) pinpointed that attitude towards use
of ICT in teaching and learning in students was as a result of its impact.
According to Selewyn (1999), integration of ICT in education environment
depends, to a great extent, on English languageteachers and student attitude
towards their use. This view is supported by Slouti and Barton (2007) findings
which indicated that ICT can motivate students in their learning by bringing
variety into the lessons and at the same time sustaining English languageteachers
own interest in teaching. Myers and Halpin (2002) asserted that attitude of
both students and English languageteachers towards ICT use was a major
predictor of future classroom use. It therefore appears that English languageteachers'
and students' attitude may influence adoption of ICT in teaching and learning English
language
Use of ICTs such as
computer technology and internet is intended to enable English languageteachers
to facilitate learning more effectively and enhance students' understanding of
concepts which are expected to translate into expansion of Knowledge and
improved examination outcomes. However, in English languagetheir use has not
produced desired outcomes in schools which offer computer studies in Rachuonyo
South District where average performance of students in K.C.S.E. English
languageExaminations dropped from 6.7 to 4.10 between 2007 and 2009 despite the
adoption of use of new ICTs such as computer technology and internet in 2005.
It is not clear how attitude determines use of these new technologies in the
study schools as far as students' performance in K.C.S.E English languageExaminations
is concerned. There is no structured survey which has been undertaken to
unearth the problem. Given this scenario, there is therefore, need to assess
attitude as a determinant of use of these new ICTs in the implementation of
secondary school English languagecurriculum in schools which offer computer
studies in Rachuonyo South District. This is the focus of this study. In this
age of Information and Communication Technology (ICT), there is growing concern
for the use of ICT resources such as the computer, scanner, printer, Intranet,
Internet, e-mail, videophone systems, teleconferencing devices, wireless application
protocols (WAP), radio and microwaves, television and satellites, multimedia
computer and multimedia projector in
curriculum implementation. In e-learning, curriculum content in the form of
texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolor images,
maps, and graphics, can be simultaneously presented online to students in both
immediate locations (classroom model of e-learning) and various geographical
distances (Distance Education model of e-learning). E-learning in education is
the wholesome integration of modern telecommunications equipment and ICT
resources, particularly the internet, into the education system. Tracy (1995)
defines the internet as the international network of communications in which
computers in the Wide Area Network (WAN) talk to each other. Shavinina (2001)
defines ICT as all the digital technologies, including: computer, scanner,
printer, telephone, internet, digital satellite system (DSS), direct broadcast
satellite (DBS), pocket-switching, fiber optic cables, laserdisc, microwaves,
and multi-media systems for collection, processing, storage and dissemination
of information all-over the world. E-learning as an aspect of ICT is relatively
new in Nigeria’s educational system. It is a departure from the conventional
approach in curriculum implementation. The main purpose of e-learning is to
transform the old methods and approaches to curriculum implementation and not
to silence the curriculum or to extinguish or erase the contents of curriculum.
E-learning is driven by the curriculum. It should follow the curriculum and
should not rob the curriculum of its essence.
E-learning should ensure effective pedagogy and curriculum
implementation in the computer age. According to Nicholls and Nicholls (1980),
Mkpa (1987), and Offorma (2002), curriculum implementation is the planning and
execution of the contents of curriculum in order to bring about certain changes
in the behavior of the students and the assessment of the extent to which the
changes take place. The primary purposes of implementation is to achieve the
objectives of instruction, and achieve retention and transfer of knowledge.
E-learning is an instructional medium that permits alternative approaches to
curriculum implementation in an ICT age. Richmond (1997) observed that, there
is a great link between the curriculum and ICT and that there are three major
areas that technology can influence learning, including:
Presentation, demonstration
and the implementation of data using productivity tools. Use of curriculum – specific applications
such as educational games, drills and practice, simulations, tutorials, virtual
laboratory visualizations and graphics, representations of abstract concepts,
musical composition and expert systems.
Use of information and
resources on CD-Rom, online encyclopedia, interactive maps and atlases,
electronic journals and other references.
Similarly, the role
of ICT in curriculum implementation is recognized by the Nigeria National
Policy on Education (FRN, 2004, p. 53) where it stated that, “the government
shall provide facilities and necessary infrastructures for the promotion of ICT
and e-learning.” It is against this background that the researcher intends to
find out the extent of availability and use of e-learning materials by English
languageteachers in secondary schools.
1.2 STATEMENT OF PROBLEM
The call for
application of e-learning in secondary education is to infuse and inject
efficiency and effectiveness in curriculum implementation. However, in
developing countries like Nigeria, e-learning is challenged with the problem of
material devices such as computer, computer laboratories, internet and e-mail
facilities, videophone systems and teleconferencing devices, fax and wireless
applications, digital library, digital classrooms, multimedia systems and the
problem of multimedia courseware development among others (Global Information
Technology Report, 2005) . Other studies indicated that there is dearth of
trained English languageteachers for e-learning, lack of facilities,
infrastructures and equipment (Ikemenjima, 2005; and Jegede & Owolabi,
2008).
The problem is that e-learning in secondary education is
challenged by the new technologies in terms of availability and use. It is
against this background that the present study is carried out to determine the
extent of availability and use of e-learning materials. Second, it seeks to
identify possible strategies for availability and use in curriculum
implementation “Lack of/inadequate
inadequate ICT facilities in schools” ranks second with 108 respondents (61
percent). This finding is corroborated by Ndiku (2003) cited by Wims and Lawler
(2007) who discovered that insufficient numbers of computers and peripheral
devices inhibit deployment of ICT by English languageteachers and by Plante and
Beattie (2004) who observed that inadequate ICTs was a challenge to integration
of technologies in Canadian schools. Similarly, Okwudishu (2005) discovered
that unavailability of some ICT components in the schools hampered English
languageteachers' use of ICTs. This problem may be due to underfunding
(Enakrire and Onyenenia, 2007)
“Frequent electricity interruption” ranks third with 101
respondents (57 percent). Electricity failure has been a persistent problem
militating against ICT application and use in Nigeria (Adomi, 2005a; Adomi,
Omodeko, and Otole, 2004; Adomi, Okiy, and Ruteyan, 2003). This makes the few
schools with ICT facilities unable to use them regularly.
“Poor ICT policy/project implementation strategy” attracted 94
respondents (63 percent).
The Nigerian Federal Government's 1988 policy introduced computer
education to the high
schools (Okebukola, 1997). The only way this policy was
implemented was the distribution
of computers to federal government high schools, which were never
used for computer
education of the students. No effort was made to distribute computer
to state government or
private schools. Although the government planned to integrate ICTs
into the school system
and provide schools with infrastructure, concerted efforts have
not been made to provide facilities and trained personnel. Thus, most schools
do not yet offer ICT training programmes (Goshit, 2006). The NEPAD e-Schools
Project is expected to take care of an estimated 600,000 African schools. This
means that not all schools will benefit from this initiative. Most countries
participating in the NEPAD e-Schools Project have an ICT development policy or
are creating one, but very few have clear implementation plans (Aginam, 2006).
Evoh (2007) observes that despite the recognized role of ICTs in improving
education, ICTs remain a low financial priority in most educational systems in
Africa. He further observes that most countries in the region lack resources
for a sustainable integration of ICTs in education, and that African countries
face numerous competing development priorities. These range from budgetary
constraints, management challenges, and shortage of English languageteachers
and other educational resources, to the dreadful impacts of HIV/AIDS on
education. These are issues that vie for the attention of local policy makers.
While all countries in the region acknowledge the strategic role of ICTs in
development, only a few have established a comprehensive policy. When such
policies exist, they tend to remain unclear and make little reference to
implementation (James, 2001, cited by Evoh, 2007).
“Inadequate ICT
manpower in the schools” was indicated by 91 respondents (52 percent). The main
problem facing Nigeria and its ICT programme is workforce training (Goshit,
2006). Teaching as a profession in Nigeria is considered to be for poor people,
therefore the few professional that are available prefer to work in companies
and industries where they can earn better salaries. With this deplorable
condition, English languageteachers are not motivated to go the extra mile in
assisting the students to acquire computer education (Oduroye,n.d).
“High Cost of ICT Facilities” attracted 83 respondents (47
percent). Cost has been reported as one of the factors which influence
provision and use of ICT services (Adomi, 2006). The cost of computers is too
high for many to afford. Monthly Internet rates are exorbitant and the charges
for satellite television are unaffordable for most people in Africa (Brakel and
Chiseuga, 2003). This has made it difficult for Nigerian seconndary schools to
acquire and install ICT facilities for the use of English languageteachers and
students.
A total of 70 respondents (40 percent) indicated “Lack of/poor
perception of ICTs among English languageteachers and administrators” There is
widespread ignorance and misconception about ICTs amongst Nigerians (Ighoroje
and Ajayi, n.d). One of the major inhibitors to Nigeria fully embracing ICTs is
the average Nigerian's general lack of exposure to them. For most Nigerians,
information technology is still something unfamiliar, distant, and mysterious.
Rather than being seen as a tool for personal and national development,
information technology is seen as a hurdle (NITDA, 2003). Some Nigerians are
not aware of the existence and importance of the Internet (Adomi, Okiy, and
Ruteyan, 2003). It has been reported that 75 percent of the English languageteachers
in the NEPAD's e-Schools Project have no or very limited experience and
expertise regarding ICTs in education.
Lack of/inadequate inadequate ICT facilities in schools .
Frequent electricity interruption.
Non integration into the school curriculum.
Poor ICT policy/project implementation strategy .
Inadequate ICT manpower in the schools.
High cost of ICT facilities/components.
Limited school budget .
Lack of/limited ICT skills among English languageteachers.
Lack of/poor perception of ICTs among English languageteachers and
administrators
Inadequate educational software .
Poor management on the parts of school administrators and
government .
Lack of maintenance culture .
Lack of interest in ICT application/use on the part of students
1.3 OBJECTIVE OF THE STUDY
i. To evaluate English languageteachers' attitude towards ICT use
in the implementation of English languagecurriculum in selected secondary
schools in Rachuonyo South District, Kaduna state.
ii. To find out students' attitude towards ICT use in the
implementation of English languagecurriculum in selected secondary schools in
Rachuonyo South District, Kaduna state.
iii. To compare the attitude of English language teachers and
students across gender in the implementation of English language curriculum in
selected secondary schools in Rachuonyo South District, Kaduna state.
(iv) To know the constraints of applying ICT teachiong and
learning of English language ein secondary schools in Kaduna state.
(v) To justify the fact that lack of knowledge of ICT by English
language teachers is one of the major constraints in the use of ICT in teaching
and learning of English language in secondary schools.
(vi) To evaluate the possible strategies for improving the use of
e-learning materials in secondary schools.
1.4 RESEARCH QUESTIONS
i. How can one evaluate English languageteachers' attitude towards
ICT use in the implementation of English languagecurriculum in selected
secondary schools in Rachuonyo South District, Kaduna state?
ii. What are the students' attitude towards ICT use in the
implementation of English languagecurriculum in selected secondary schools in
Rachuonyo South District, Kaduna state?
(iii) What are the constraints involve in applying ICT teachiong and learning of English
languagein secondary schools in Kaduna state?
(v) Is lack of knowledge of
ICT by English languageteachers is one of the major constraints in the use of
ICT in teaching and learning of English languagein secondary schools?
(V) What are the possible strategies for improving the use of
e-learning materials in secondary schools?
1.5 REARCH HYPOTHESIS
H0: One
cannot evaluate English languageteachers' attitude towards ICT use in
the implementation of English languagecurriculum in selected secondary schools
in Rachuonyo South District, Kaduna state.
H1: One can evaluate English
languageteachers' attitude towards ICT use in the implementation of English
languagecurriculum in selected secondary schools in Rachuonyo South District,
Kaduna state.
H0: There are no significant relationship between students'
attitude and ICT use in the English language in selected secondary schools in
Rachuonyo South District, Kaduna state?
H0: There are no
constraints involve in applying
ICT teachiong and learning of English languagein secondary schools in Kaduna
state.
H1: There are a lot constraints involve in applying ICT teachiong and learning of English
languagein secondary schools in Kaduna state.
H0: Lack of knowledge of ICT by English languageteachers is not
one of the major constraints in the use of ICT in teaching and learning of English
languagein secondary schools.
H1: Lack of knowledge of ICT by English languageteachers is one of
the major constraints in the use of ICT in teaching and learning of English
languagein secondary schools.
1.6 SIGNIFICANCE OF THE
STUDY
This research work centered on the
constraints to effective use of ICT in teaching and learning of English
languagein secondary schools in Kaduna state This topic is of major interests which will
benefit the entire public, students, researchers, lecturers and so on.
1.7 SCOPE OF THE STUDY
This research work centered on
constraints to effective use of ICT in teaching and learning of English
languagein secondary schools in Kaduna state.
1.8 LIMITATION OF STUDY
Despite the limited
scope of this study certain constraints were encountered during the research of
this project. Some of the constraints
experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period
of the work. Considering the limited time given for this study, there was not
much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and
it’s resultant prices of commodities, transportation fares, research materials
etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION
CONSTRAINTS: Nigerian researchers
have never had it easy when it comes to obtaining necessary information
relevant to their area of study from private business organization and even
government agencies. English languageteachers in secondary schools in Kaduna state find it difficult to reveal their internal
operations. The primary information was collected through face-to-face
interview getting the published materials on this topic meant going from one
library to other which was not easy.
Although these problems placed limitations on
the study, but it did not prevent the
researcher from carrying out a detailed and comprehensive research work on the
subject matter.
1.9 DEFINITION OF TERMS
Education:
Education is a complex social undertaking, and there is no easy way to analyze
the many dimensions of the policies involved. Nonetheless, we can begin with
the simple characterization of higher education as a process involving the
allocation and use of available resources to achieve certain instructional,
social and/or economic objectives
"Computer literacy" : "Computer literacy"is a commonly used term in the
business world, but it is not precisely defined. Computer literacy, in general,
is being knowledgeable about the computer and its applications (Rochester &
Rochester, 1991). Such knowledge appears to have two dimensions: conceptual,
and operational (Winter, Chudoba, & Gutek,1997). The conceptual dimension
includes an understanding of the inner workings of a computer or general
computer terminology.
Literacy: Literacy
means the ability to read and write.6 In this study, the term “literacy” is the
ability to read programs and instructions. Teachers. A teacher is a person
employed in an official capacity for the purpose of giving instruction to
students in an educational institution, whether public or private.
Competence : In this
study, “competence”, refers to the ability of high school teachers to apply
their teaching skills, classroom management skills, and evaluation skills in
the field of teaching. Computer. Is an electronic device capable of
interpreting and executing programmed command for input, output
Computer-assisted instruction" (CAI): Computer-assisted instruction" (CAI) refers to instruction
or remediation presented on a computer. Many educational computer programs are
available online and from computer stores and textbook companies. They enhance
teacher instruction in several ways.
Computer assisted instruction
involves using computer technology in order to teach. This can be used
by a teacher in addition to lecture.
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