The Impact of Information and Communication Technology on Teachers performance

                               TABLE OF CONTENT

 

a). Title Page----------------------------------------------------------------------------i

b). Declaration--------------------------------------------------------------------------ii

c). Certification-------------------------------------------------------------------------iii

d). Dedication---------------------------------------------------------------------------iv

e). Acknowledgement------------------------------------------------------------------v

f). Table of Content---------------------------------------------------------------------vi

g). Abstract------------------------------------------------------------------------------vii

 

CHAPTER ONE                                                              pages                                                                         

 

1.0            Introduction---------------------------------------------------------------------1-1

1.1            Background of the study------------------------------------------------------1-5

1.2            Statement of the Problem-----------------------------------------------------6-7

1.3            Objective of the study---------------------------------------------------------7-8

1.4            Research Questions-----------------------------------------------------------8-8

1.5            Significance of the study-----------------------------------------------------8-9

1.6            Operational Definition of Abbreviations----------------------------------9-10

1.7            Delimitations of the study---------------------------------------------------11-12

CHAPTER TWO

2.0 Introduction----------------------------------------------------------------------13-13

2.1 Conceptual frame work---------------------------------------------------------14-15

2.2 the concept of information and communication technology------------=-15-16

2.3 Technology changed in Education--------------------------------------------16-29

2.4 ICT in Education and for Education------------------------------------------29-31

2.5 Teachers and ICTs--------------------------------------------------------------32-33

2.6 Studies on Teachers use of ICT-----------------------------------------------33-36

2.7 Teachers and Instructional application of ICTs-----------------------------36-40

2.8 problems of implementing ICT into education by teachers---------------40-40

2.9 Teachers characteristics and the use of ICT---------------------------------40-42                            2.10 In-service training as a means to support ICT skills--------------------42-44

2.11 Components of ICT/ facilities -----------------------------------------------44-50

 

2.12 Application of computer and internet for teaching and learning---------50-58

2.13 Factors contributing to the use of ICT in classroom-----------------------58-59

2.14 The ICT base instruction and improve quality Education in Nigeria----59-64

2.15 Problems associated with ICT driven instructions-------------------------64-67

 

CHAPTER THREE

 

3.0 Introduction----------------------------------------------------------------------68-68

3.1 Research Design-----------------------------------------------------------------68-68

3.2 Area of the study----------------------------------------------------------------69-69

3.3 Population of the study---------------------------------------------------------69-69

3.4 Sample size----------------------------------------------------------------------70-70

3.5 Sampling technique-------------------------------------------------------------71-70

3.6 Research Instrumentation------------------------------------------------------71-71

3.7 Methodology---------------------------------------------------------------------72-73

3.7 Procedures for data collection-------------------------------------------------73-73

 

CHAPTER FOUR

 

4.0 Introduction----------------------------------------------------------------------74-74

4.1 Questionaire distribution-------------------------------------------------------84-85

4.2 Availability of ICT facilities in schools--------------------------------------86-87

4.3 Teachers utilization of ICT facilities-----------------------------------------77-78

4.4 Impact of training received on the use of ICTs-----------------------------79-80

4.5 Which ICTs teachers have access to in the schools------------------------80-81

4.6 Factors hindering teachers readiness and confidence in using ICTs----81-81

4.7 Teachers frequency of access to ICTs----------------------------------------82-82

 

CHAPTER FIVE

 

5.0 Introduction----------------------------------------------------------------------83-83

5.1 Summary-------------------------------------------------------------------------83-84

5.2 Discussion of finding-----------------------------------------------------------84-88

5.3Conclusion------------------------------------------------------------------------88-89

5.4 Recommendation---------------------------------------------------------------89-90

      References-----------------------------------------------------------------------92-96

      Appendix-Questionnaires----------------------------------------------------97-101

                                                       VI

 

                                                           

                                                    

                                          Abstract

 

The study investigated the impact of information and communication technology on the performance of teachers in some selected secondary schools in Bauchi local government area Bauchi state, Nigeria. It implored the use of questionnaires as instrument to generate data. Questionnaires administered to one hundred and twenty (120) teachers selected as the sample population, different views were collected, analysed and the findings revealed that, many secondary school teachers do not have access to ICT tools, it was also revealed that ICT training(s) teachers received do not have desired impact on instructional usage, technical supports are lacking in schools and teachers lacked expertise in the used ICTs during lesson. For continued use of ICTs by teachers, it was recommended among others that teachers training and professional development oriented policies should support ICT-related teaching models that encourage both students and teachers to play an active role in teaching/learning activities. And emphasis must be placed on the pedagogy behind the use ICTs for teaching/learning. The study recommended the government should partner with the private organisations to provide ICT tools for secondary schools in the state, and needs assessment should be carried out to determine what type of training teachers need before they are selected to go on training.

 

 

                               TABLE OF CONTENT

 

a). Title Page----------------------------------------------------------------------------i

b). Declaration--------------------------------------------------------------------------ii

c). Certification-------------------------------------------------------------------------iii

d). Dedication---------------------------------------------------------------------------iv

e). Acknowledgement------------------------------------------------------------------v

f). Table of Content---------------------------------------------------------------------vi

g). Abstract------------------------------------------------------------------------------vii

 

CHAPTER ONE                                                              pages                                                                         

 

1.0            Introduction---------------------------------------------------------------------1-1

1.1            Background of the study------------------------------------------------------1-5

1.2            Statement of the Problem-----------------------------------------------------6-7

1.3            Objective of the study---------------------------------------------------------7-8

1.4            Research Questions-----------------------------------------------------------8-8

1.5            Significance of the study-----------------------------------------------------8-9

1.6            Operational Definition of Abbreviations----------------------------------9-10

1.7            Delimitations of the study--------------------------------------------------11-12

CHAPTER TWO

2.0 Introduction----------------------------------------------------------------------13-13

2.1 Conceptual frame work--------------------------------------------------------14-15

2.2 the concept of information and communication technology-------------15-16

2.3 Technology changed in Education--------------------------------------------16-29

2.4 ICT in Education and for Education----------------------------------------29-31

2.5 Teachers and ICTs--------------------------------------------------------------32-33

2.6 Studies on Teachers use of ICT----------------------------------------------33-36

2.7 Teachers and Instructional application of ICTs--------------------------36-40

2.8 problems of implementing ICT into education by teachers---------------40-40

2.9 Teachers characteristics and the use of ICT---------------------------------40-42                            2.10 In-service training as a means to support ICT skills----------------------42-44

2.11 Components of ICT/ facilities -----------------------------------------------44-50

 

2.12 Application of computer and internet for teaching and learning----50-58

2.13 Factors contributing to the use of ICT in classroom-------------------58-59

2.14 The ICT base instruction and improve quality Education in Nigeria-59-64

2.15 Problems associated with ICT driven instructions----------------------64-67

 

CHAPTER THREE

 

3.0 Introduction----------------------------------------------------------------------68-68

3.1 Research Design-----------------------------------------------------------------68-68

3.2 Area of the study----------------------------------------------------------------69-69

3.3 Population of the study---------------------------------------------------------69-69

3.4 Sample size----------------------------------------------------------------------70-70

3.5 Sampling technique-------------------------------------------------------------71-70

3.6 Research Instrumentation------------------------------------------------------71-71

3.7 Methodology---------------------------------------------------------------------72-73

3.7 Procedures for data collection-------------------------------------------------73-73

 

CHAPTER FOUR

 

4.0 Introduction----------------------------------------------------------------------74-74

4.1 Questionaire distribution-------------------------------------------------------84-85

4.2 Availability of ICT facilities in schools--------------------------------------86-87

4.3 Teachers utilization of ICT facilities-----------------------------------------77-78

4.4 Impact of training received on the use of ICTs-----------------------------79-80

4.5 Which ICTs teachers have access to in the schools------------------------80-81

4.6 Factors hindering teachers readiness and confidence in using ICTs----81-81

4.7 Teachers frequency of access to ICTs----------------------------------------82-82

 

CHAPTER FIVE

 

5.0 Introduction----------------------------------------------------------------------83-83

5.1 Summary-------------------------------------------------------------------------83-84

5.2 Discussion of finding-----------------------------------------------------------84-88

5.3Conclusion------------------------------------------------------------------------88-89

5.4 Recommendation---------------------------------------------------------------89-90

      References-----------------------------------------------------------------------92-96

      Appendix-Questionnaires----------------------------------------------------97-101

                                                       VI

 

                                                           

                                                    

                                          Abstract

 

The study investigated the impact of information and communication technology on the performance of teachers in some selected secondary schools in Bauchi local government area Bauchi state, Nigeria. It implored the use of questionnaires as instrument to generate data. Questionnaires administered to one hundred and twenty (120) teachers selected as the sample population, different views were collected, analysed and the findings revealed that, many secondary school teachers do not have access to ICT tools, it was also revealed that ICT training(s) teachers received do not have desired impact on instructional usage, technical supports are lacking in schools and teachers lacked expertise in the used ICTs during lesson. For continued use of ICTs by teachers, it was recommended among others that teachers training and professional development oriented policies should support ICT-related teaching models that encourage both students and teachers to play an active role in teaching/learning activities. And emphasis must be placed on the pedagogy behind the use ICTs for teaching/learning. The study recommended the government should partner with the private organisations to provide ICT tools for secondary schools in the state, and needs assessment should be carried out to determine what type of training teachers need before they are selected to go on training.