Evaluate The Use Of Computer In Teaching And Learning Of Basic Technology At The Secondary School In Orumba South Local Government Area Of Anambra State
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Evaluate The Use Of Computer In Teaching And Learning Of Basic Technology At The Secondary School In Orumba South Local Government Area Of Anambra State
Chapter One:
Introduction
1.1 Background of the Study
In recent years, the globe has seen a surge in technological innovation. This era saw the introduction of the electronic computer system, among other modern technology. Currently, computer technology has invaded practically every element of human organisational functions and education.
The computer incorporates practically all aspects of human activity. There has been a lot published about it, and it is relevant to all areas of human disciplines, such as computer/information technology, engineering, and agriculture. However, significant research has not been conducted on computers and their applications and significance to education.
This study seeks to address this vacuum by discussing its importance in the realm of education. Today, computer technology in classrooms is one of the most far-reaching and rapidly expanding advances in education. Countries around the world are bending to the craze of computer education, much like corn in a plantation during a storm.
Developments in science and technology have highlighted the critical functions of computers in the field of information technology. It’s a new educational system.
According to Sherman (2005), the introduction of the electronic computer system into educational settings provides the means to solve teaching and learning difficulties faster and more correctly than previously thought.
This has eventually made the computer system the doyen of humanity, and it continues to gain recognition. According to Jayesimi (1985), computers have become the ‘nowology’ in our culture, potentially in the future.
Computers are frequently employed in classrooms, and computer technology and literacy are becoming increasingly important in the educational system. The computer has been shown to be an effective tool for providing an instructional program.
According to McCormick (1993), computers can be utilised to diversify, develop, and enhance the pedagogical relationship between teaching and learning.
Furthermore, technological advancement can only be accelerated by proper acquisition of scientific information, which can only be achieved by relevant training in Science, Mathematics, and Computer Education.
In 1987, the Federal Government of Nigeria launched the National Policy on Computer Literacy at primary, secondary, and tertiary levels. The policy aimed to transform the school system by integrating computer technology and communication, and to equip students with a thorough understanding of computer concepts to prepare them for the next century.
The Federal Government of Nigeria’s National Programme on Computer Education was warmly welcomed and considered as a technical revolution in educational practice in Nigeria’s educational institutions.
Computer education was viewed as a new instructional method intended to increase the quality of teaching and learning while also promoting technical and socioeconomic growth.
Professor Jubril Aminu, then Federal Minister of Education, stated in his address to the Adhoc Committee on Computer Literacy in Nigeria that the country’s Computer Education program aimed to create a computer-literate society in a short period of time.
To help the current generation of schoolchildren at all levels realise the computer’s potential; and to prepare them to use the computer in different aspects of their lives and future careers.
With these admirable goals, all state governments in Nigeria adhere to the Federal Government’s policy of introducing computer education and literacy in secondary schools in 1997, with the following general objectives:
To promote computer literacy in every state in Nigeria.
To promote the use of computers as a teaching tool in all subject areas and to familiarise students with computer technology.
To enable the current generation of secondary school students to comprehend the potential of the computer and be able to use it in various parts of life and subsequent occupation; and.
To expose teachers and students to current scientific knowledge and abilities.
Based on the aforementioned, the introduction of computers into the Nigerian educational system can be regarded as a positive step forward.
1.2 Statement of Problems
As good and crucial as the computer is, it has yet to establish itself in our Nigerian schools, let alone the entire society. Its impact is not felt profoundly by everyone, particularly our youngsters. This is because there are some obstacles to its application in our society. Several of the challenges are highlighted below.
The obstacles in computer education are both instructional and administrative. The most major administrative issue is cost. Computers have historically been expensive. This has discouraged the use of computers for educational purposes in the majority of Nigerian secondary schools.
Coupled with this is the excessive expense of software, which follows the same pattern as hardware. When attempting to purchase computers for educational purposes, the costs of installation, maintenance, and repair cannot be avoided.
Nigeria’s terrible economic status has rendered the government unable to adequately fund education. Nigeria’s low educational funding, along with a low technological level, has hampered the provision of instructional materials and the use of computers for instruction at all levels of school.
Furthermore, the death of trained workers makes computer-based training unsuitable. Except for profit-driven computer sellers, there are very few experts with technical knowledge of computers.
As a result, there are no computer operators, keypunch operators, analysts, computer scientists, computer engineers, or technicians to provide services and design computer courseware for large-scale use in education (Salisbury, 1998).
Another hurdle to using computers in the classroom could be the Nigerian teachers’ aversion to change. They see the use of computers in education as a means of replacing them from their beloved jobs, rather than an educational tool to enhance teaching and learning.
Furthermore, they see the use of computers as an increase in their workload in the classroom without proper reward, which is why they wish for the premature death of computer education.
1.3 PURPOSES OF THE STUDY
The purpose of this research is to assess the usage of computers in basic technology teaching and learning at a secondary school in Anambra State’s Orumba South Local Government Area. The precise objectives of this research work include the following:
1. Determine how teachers utilise computers to prepare lesson notes.
2. Determine how teachers employ computer-assisted instruction in class.
3. Determine how students utilise computers to gain academic knowledge.
4. Determine how students utilise computers to interact with their classmates and teachers.
1.4 Significance of the Study
This study is critical because it will aid in identifying the most effective strategies for improving computer and integrated science teaching and learning in our secondary schools. The findings of this study will assist the following groups of people.
1. It would assist the Anambra State Government, particularly the Orumba South Local Government Area, in understanding the relevance and usefulness of computer-based teaching and learning in secondary schools.
2. It will allow the government to learn about the qualifications of instructors who teach computers in secondary schools.
3. Based on the findings of this study, parents will understand the value of scientific laboratories in their children’s academic lives.
4. The findings will also assist secondary school administration and teachers in understanding that the laboratory should be the foundation for students studying computers, and hence the importance of the scientific laboratory.
1.5 RESEARCH QUESTION.
The following research questions were developed in this research work:
1. How do teachers use computers to prepare lesson notes?
2. How do teachers employ computer-assisted instruction when teaching?
3. What methods do students use computers to gain academic information?
4. How do students utilise computers to interact with other students and their teachers?
1.6 SCOPE OF THE STUDY
This study will focus on the usage of computers in basic technology teaching and learning at secondary schools in Anambra’s Orumba South Local Government Area.
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