THE APPLICATION OF ICT IN VOCABULARY DEVELOPMENT IN SECONDARY ENGLISH SCHOOLS
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THE APPLICATION OF ICT IN VOCABULARY DEVELOPMENT IN SECONDARY ENGLISH SCHOOLS
THE APPLICATION OF ICT IN VOCABULARY DEVELOPMENT IN SECONDARY ENGLISH SCHOOLS
CHAPITRE ONE
INTRODUCTION
1.1 The Study’s Background
Classrooms have not received the attention they deserved because modern life demands that education quality be enhanced. Lack of ICT skills in today’s secondary schools has led to the difficulty that pupils are currently facing.
Information and communication technology (ICT) first appeared as an occupational technology in developing countries, primarily the United States of America, in the early 1960s. Prior to this time, development of skills in these areas was not prioritised until the early 1980s, when it was recognised as an educational pursuit (River State University of Science and Technology, faculty of Science and Technical Education, Department of Science and Technical Education S. W. and Dokubo A.; Dr Alice E. Asimi; Dr Iroha Kalu Department of Curriculum and Teaching, Faculty of Education, University of Calabar).
ICT consists of hardware, software, networks, medium for collection, virtual learning environment, internet Gateway, storage, processing, transmission, and presentation of information. ( voice, data, text and images). According to the World Bank, the internet is a powerful instrument for increasing the quality of a wide range of public services critical to poverty reduction, particularly education and health.
The emphasis is on pupils in Nigerian secondary schools who lack the latest technology and designed material abilities in ICT to compete in the global economy. Information and communication technology (ICT) serve as a learning platform. This is based on computer technology and Nigerian telecommunications technology. It offers useful and educated information in a wide range of fields of study.
Other skill development concerns how to use (D-ROM and 1. 44 floppy diskettes). Every day, new concepts, products, and ideas are created with the support of skill development in information and communication technology, altering the lives of students in the classroom as well as industries and businesses throughout the world.
The role of technology in teaching and learning is quickly becoming one of the most important and highly debated issues in modern educational policy. (Rosen and Well, 1995; Thierer, 2002), Most educators agree that, when used appropriately, information and communication technology has great promise for improving teaching and learning as well as shaping career opportunities.
According to many (1996), computer illiteracy is now considered a new illiteracy. This has sparked a new and strong urge to equip schools with computer facilities and qualified personnel required to generate technologically proficient and efficient students in the world’s developing countries. There is no doubt that computers can help with the educational process and help pupils learn in Nigerian classrooms. Many research have demonstrated that technology-assisted instruction has a good effect. (Burnelt, 1994, and fitzgerald and warner, 1996).
1.2 PROBLEM STATEMENT
The critical requirement for better efficiency in the teaching/learning process in Nigerian classrooms drives the development of ICT skills. Many people with an interest in education have long been concerned about this.
(Dwyer, 1996; Gibson 2001; Sambo; 2002).Improved efficiency is required, if for no other reason than the increasing complexity of knowledge abilities required for survival. The general growth in understanding of the value of education in leading a successful life has exacerbated several issues in Nigerian education science today.
However, according to a World Bank report (2002), Nigeria has been classified as one of the poorest countries in the world, with a high percentage of youth unemployment, as a result of a low level of ICT skills development in a modern oriented society, and this is a global problem. Only handling of text and images, sound and music, saving and retrieving have been explored from the skills specified.
This simply means that pupils must be very interested in this course in order to improve ICT skills. Nigeria is one of the countries having a low degree of ICT skill adoption. Fixedline and mobile telephones per 1000 people are -5, personal computers per 100 people are 6.6, and Internet users per thousand are 200, as contrasted to South Africa, which has 304, 61.8, and 2, 400, respectively.
The conclusion of such previously examined talents would undoubtedly benefit in teaching – learning-learning settings, particularly sorting or obtaining answers to difficult assignments in the study’s website. The goal is to provide a learning environment with a lot of flexibility for each student in the classroom in order to assist them acquire different abilities and make adjustments based on their specific needs.
All ethnicities, all faiths, and all parts of Nigeria’s classrooms lack ICT skills. It’s no surprise that this issue has become a source of concern for all educators. What has been missing is a plan of action that takes into account those specific characteristics that tend to control and make the learning environment a serious place in Nigerian classrooms. Some of these variables include the practicalities of providing a method of financing a school and building it, as well as the ability and training of current teachers.
These issues of ICT skill development in Nigerian classrooms raised a lot of logical questions in the mind: The following are the questions:
(1) How can a scientific teacher deliver effective education to a class of forty (40) students with diverse talents, interests, and needs?
(2) Given the wide range of ICT at our disposal, “should they be taught how to locate, retrieve, analyze, use, and store information?”
Most educationalists believe that individualising instruction is the solution to student/individual variations in the classroom. ( moore and moore 1983; Honey et al; 1999). Again, the World Bank report (2002) demonstrated a link between information technology and national prosperity.
As a result, the role of ICT use and appropriate skill development in Nigeria classrooms and on the Nigerian economy is an endeavour to match Nigeria to the community of generating competent instructors and pupils, and as a rich nation, this cannot be overstated.
According to a report by N.T.A News, ICT skills have not been adequately established in Nigerian classrooms, and this is a worldwide problem caused by teachers who are not competent enough in their field of study and so cannot affect knowing skills to information to students.
Correspondents advised that programmes be held to improve these ICT abilities, and that the ICT skills to be developed are the digital components of the internet to enable information (Newsline, 2006, September 17th). Other hurdles to skill accusation in ICT include (1) cost, (2) a lack of infrastructure, (3) a lack of skills, (4) a lack of applicable software, and (5) limited internet connection.
As a result, the emphasis of this study will be on skill development in information and communication technology in Nigerian classrooms. As a result of a lack of ICT skill training, the instructor is regarded to have higher issues in teaching and learning. In addition, in this study, attention will be placed on secondary schools in Edo State’s Oredo Local Government Area.
We will discuss previously studied ICT skills, their outcomes, if anybody has made skills acquisition in the field, and if such remark has logically subjected to a study. This, and many other topics, will be covered in this study paper.
1.3 STUDY ASSUMPTION
The following assumptions were developed in order to identify the issues with skill development in information and communication technology in Nigerian classrooms.
In classrooms, there is a lack of skills or a communication relationship between teachers and pupils.
There is a lack of necessary software and restricted internet connectivity.
Cost
Infrastructure is lacking.
1.4 HYPOTHESES STATEMENT
The following hypothesis would assist the researcher in doing a good and succeeding effort for a more, easy and thorough research work:
H0: a lack of skills link between teachers and students does not pose issues with ICT skill development.
H1: a lack of skills relationship between teachers and students produces issues with ICT skill development.
H02: a lack of communication between teachers and students does not impede the development of ICT abilities.
H2: a lack of communication between teachers and students does not impede the development of ICT abilities.
1.5 STUDY PURPOSE/SIGNIFICANCE
After completing this research, it is critical to note that various communities, towns, states, and Nigeria in general will find the results of this research work to be extremely beneficial, as this research work will play an important role in the task of educational standard, growth, and development in secondary schools. The findings of this study will also provide adequate opportunity for teachers to be aware of what part they must perform in order to help pupils acquire understanding about one study.
Secondary school students will be aware of the relevance of computers and other technologies in teaching and learning, as well as how they might profit from them. The research work will also provide ample opportunities for the researcher and other readers to gain firsthand and up-to-date information on skill development and communication technologies in secondary schools in Edo State.
1.6 STUDY SCOPE LIMITATION/DELIVERY
This researcher’s work is intended to assess the development of abilities in information and communication technologies in classrooms. It tries to identify the abilities that must be acquired, as well as the perspectives of correspondents, notably teachers in chosen schools, on the study’s challenges and their impact on educational standards.
This effort should be limited to secondary schools in the Oredo Local Government Area of Edo State, Nigeria, for a straightforward and transparent research study. However, many aspects of life and resource persons, as well as their responses, will be kept strictly confidential.
The utilisation of skills in pedagogical situations will also be explored, and we will see if these created skills will aid in global combativeness in Nigeria and the classroom environment. The secondary schools engaged are listed below:
(A) Evbuotubu Secondary School South East in Edo State’s Oredo Local Government Area.
(B) Asoro Secondary School South East in Edo State’s Oredo Local Government Area.
Emotan College South West is located in the Oredo Local Government Area of Edo State.
Adolor College South West is located in the Oredo Local Government Area of Edo State.
Oba Akenzuwa Secondary School South West is located in the Oredo Local Government Area of Edo State.
(F) Integrity National High School, Oredo Local Government Area, Edo State, KM 4.
(G) Idia College South West in Edo State’s Oredo Local Government Area.
(H) Anglican Girls Grammar School South in Edo State’s Oredo Local Government Area.
(I) Itohan Girls Grammar School South in Edo State’s Oredo Local Government Area.
(J) Greater Tomorrow and World of Faith Secondary South East in Edo State’s Oredo Local Government Area.
Greater Tomorrow and World of Faith Secondary Schools are located in the South East of Oredo Local Government Area, Edo State. When I visited, I had personal interviews with teachers and had the opportunity to examine their computer room and other devices. ICT technology is more prevalent and efficient in these schools for the following reasons: first, the financial capacity for purchasing pore is bigger when compared to government schools.
After conducting extensive research in these schools on the development of ICT abilities, I discovered that each student has a high regard for each computer.
Second, there are many skilled and well-trained computer wizards teaching/passing on ICT expertise to students. Students’ learning ability is faster in both schools since 60-70 percent of them utilise computers and other ICT facilities at home as well as in school, making them more informed in all areas of education. The contrary is true at the government secondary school, where instructors complained about a lack of ICT facilities owing to a lack of funds, a lack of government projects to facilitate ICT technology programs, the insecurity of these facilities, and a lack of electricity in school grounds.
There is no skilled or good computer wizard at government secondary school, Evbuotubu to be specific, who can transfer information Example: (Computer studies) to students because the school cannot afford to pay their salary, consequently preventing the pupils of learning more about ICT skills acquisition.
Private secondary schools have very high standards in ICT education, but government secondary schools do not. Insecurity and the purchasing of these facilities are other issues at the institution.
THE STUDY’S DELIVERY
The purpose of the research was to look into the development of information and communication technology skills in Nigerian secondary schools in the Oredo Local Government Area of Edo State. The research was conducted during a time when there were many challenges. The most challenging limitation was a lack of funds because the research was conducted with a limited budget, making the procurement of materials for the project work difficult. Another drawback of this study is transportation, which prevents me from visiting different libraries in other collages and universities for more complete review work of one past.
Finally, most respondents were unable to explain why ICT skills development in secondary schools was hurting the project’s progress. It also took a significant amount of time and effort on my part to explain topics that were not clearly understood to the respondents so that they may form their own opinion on the subject. Some refused to respond to some of the questions posed throughout the interview. Another restriction is
(1) In comparison to metropolitan areas, ICT skill development in rural areas in Local Government is quite low. This is due to a lack of funds to purchase ICT facilities, a shortage of trained personnel, and a lack of enthusiasm on the side of students.
(2) Some teachers fail to recognise that effective teaching and learning are dependent on sufficient preparation and use of ICT resources.
(3) Another element influencing the development of information and communication technology skills is a lack of electricity supply.
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