IMPLICATIONS OF ICT ON TEACHING AND LEARNING IN THE 21ST CENTURY
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IMPLICATIONS OF ICT ON TEACHING AND LEARNING IN THE 21ST CENTURY
Abstract
This study looked at the influence of ICT on the teaching and learning processes in the twenty-first century. Three objectives were proposed: determine the impact of ICT on the teaching and learning process in the twenty-first century.
Identify the features of twenty-first century teaching and learning, and determine the impact of ICT on student academic achievement.
From the enrolled participants, a total of 77 replies were received and authenticated, with all respondents taken from selected secondary schools in Uyo. The Chi-Square statistical programme (SPSS) was used to test the hypothesis.
The first chapter
Introduction
1.1 Background Of The Study
Education is one of the most important criteria for individual and public prosperity. As a result, education is a fantastic weapon for political, social, and financial growth, without which neither a person nor a society can accomplish proficient development. Various authors have defined ICT.
According to Oliver and Chapman, Owolabi et al. (2013), it is an innovation that supports actions that connect the creation, manipulation, storage, and transmission of information (primarily computing, electronic, and electronic communication), as well as their related method management and applications.
The term ICT can be used to refer to new media apparatuses used in information administration conveyance, which includes gathering, sorting, recovering, disseminating, and safeguarding data.
It is widely agreed that information is the conveyance of data, ideas, traits, and conventions. In this regard, information and communication technology plays the role of assisting social orders in achieving more prominent access to information and thoughts. It also enables new, faster, and more effective methods of teaching and learning forms.
ICT is an indispensable component of the modern world. Indeed, society and culture must be altered to address the challenges of the information era. ICT is a control that has altered many aspects of people’s lives.
In industries such as education, learning, tourism, transportation, medicine, banking, business, law, architecture, and manufacturing, the impact of ICT has been enormous in recent years. The way these fields operate now is unimaginably different from how they operated earlier.
In general, looking at the education sector, there appears to be little impact on ICT application and significantly less shift than has been documented in other disciplines. Nonetheless, many people have attempted to investigate this lack of action and influence (Soloway & Pryor, cited in Collis, 2002).
The unavoidable impact of ICT has resulted in rapid creative, social, political, and monetary change, preparing to organise society based on ICT. The impact of ICT on the field of instruction has not been genuine.
Nonetheless, ICT has significantly increased the value and quantity of learning, teaching, and research at traditional and distance education universities.
ICT improves teaching and learning by its dynamic intelligent and connecting with content, and it provides actual opportunities for study individualization.
According to Kirschner and Weperies, referenced in Yusuf et al., (2013), ICT may make the school more successful and profitable by organising a variety of apparatuses to improve and promote educators’ professional activities.
Yusuf and Onasanya (2004) explored how ICT allows students to communicate with one another using email, chat room conferencing, mailing lists, and other communication tools. The three main reasons for the use of ICT in education.
In any event, it is proposed that it is a device for addressing challenges in instructional circumstances; a change operator; and a focus power in economic seriousness. As a tool for addressing issues in technology and learning processes, it has the capacity for conveyance, the board, and the support of sustainable learning and teaching.
As a change driver, it is appropriate for varying the content, techniques, and varied value and quantity of learning and instruction; thus, reducing instructors’ outstanding work and ensuring constructivist desire located study room (Honey & Mandinach, 2003).
Furthermore, ICT is a driving force in monetary and social movements that have technological skills essential to the future employment of current students.
According to Thierer, Yusuf, et al. (2013), the role of technology in learning and teaching is swiftly becoming one of the most crucial and widely discussed concerns in modern educational approaches.
Statement Of The Problem
Experts in the field of education have agreed that if ICT is used properly, it has the potential to improve teaching and learning while also creating job opportunities. In this vein, the purpose of this study was to critically assess the role of ICT as a change-driver for educational institutions in Nigeria.
Most students regard ICT tools to be very appropriate because they are driven to complete tasks; teachers perceive ICT as empowering students with special needs or problems.
It also aids in the reduction of social disparities among learners as they work in groups to complete a certain task. Similarly, when using ICT to carry out their activities via computerised portfolios or undertakings, students undertake commitments.
Furthermore, research has demonstrated that ICT has a substantial impact on educators and educational approaches. Based on this context, the researcher wishes to explore the impact of ICT on the teaching and learning processes in the twenty-first century.
Objectives Of The Study
The Objectives of the study are as follows:
To investigate the impact of ICT on the teaching and learning processes in the twenty-first century.
Discovering the features of 21st century teaching and learning
To investigate the impact of ICT on student academic achievement.
Reaesrch Hypotheses
To guide the investigation, the following research hypotheses are developed:
H1: ICT has little effect on the teaching and learning processes in the twenty-first century.
H2: There is no influence of ICT on student academic achievement.
Significance Of The Study
The study will be highly important to students, the Ministry of Education, and policymakers. The study will provide a clear picture of the influence of ICT on the teaching and learning processes in the twenty-first century.
The benefits of adopting ICT in teaching and learning will be provided. The study will also be used as a resource for other researchers who will be working on a similar topic.
Scope And Limitations Of The Study
The scope and limitations of the study includes the influence of ICT on the teaching and learning processes in the twenty-first century. The survey will only include secondary schools in Uyo.
Limitations/constraints are unavoidable when conducting this type of research. However, the following limits were discovered during the course of this research:
Inadequate resources (finance): A work of this sort is highly taxing financially; money had to be spent at various phases of the research, and such resources that could aid in the correct conduct of the study were not adequately available.
Time factor: The time spent conducting research is insufficient to extract the most useful information. However, I hope that the small amount of information presented in this study will help to solve many larger problems.
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