The Impact of Information and Communication Technology on Teachers performance
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TABLE OF CONTENT
b). Declaration--------------------------------------------------------------------------ii
c).
Certification-------------------------------------------------------------------------iii
d). Dedication---------------------------------------------------------------------------iv
e). Acknowledgement------------------------------------------------------------------v
f). Table of Content---------------------------------------------------------------------vi
g).
Abstract------------------------------------------------------------------------------vii
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.
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.
0
Michael, I (2019). The Impact of Information and Communication Technology on Teachers performance. Afribary.com: Retrieved November 29, 2020, from https://afribary.com/works/the-impact-of-information-and-communication-technology-on-teachers-performance
Ibrahim, Michael. "The Impact of Information and Communication Technology on Teachers performance" Afribary.com. Afribary.com, 23 Aug. 2019, https://afribary.com/works/the-impact-of-information-and-communication-technology-on-teachers-performance . Accessed 29 Nov. 2020.
Ibrahim, Michael. "The Impact of Information and Communication Technology on Teachers performance". Afribary.com, Afribary.com, 23 Aug. 2019. Web. 29 Nov. 2020. < https://afribary.com/works/the-impact-of-information-and-communication-technology-on-teachers-performance >.
Ibrahim, Michael. "The Impact of Information and Communication Technology on Teachers performance" Afribary.com (2019). Accessed November 29, 2020. https://afribary.com/works/the-impact-of-information-and-communication-technology-on-teachers-performance