The effects of technology on teaching and learning in the 21st century.
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Abstract
This study examined the influence of 21st-century ICT on the teaching and learning process. Three objectives were established: to determine the impact of ICT on the teaching and learning process in the 21st century, the features of 21st century teaching and learning, and the impact of ICT on student academic achievement.
We received and validated a total of 77 responses from enrolled participants, all of whom were taken from selected secondary schools in Uyo. Chi-Square statistical method was used to test the hypothesis (SPSS).
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Introduction
Introduction
1.1 Context of the study
Education is one of the most important needs for individual and societal progress. In this way, education is an incredible weapon for political, social, and economic advancement, without which neither an individual nor a society can accomplish proficient development. Numerous scholars have defined ICT.
Oliver & Chapman, Owolabi et al. (2013) viewed it as the invention that facilitates the generation, manipulation, storage, and transfer of information (primarily computer, electronic, and electronic communication) as well as their associated method management and applications.
ICT might be construed as the new media apparatuses applied to information administration conveyance, which includes gathering, sorting, recovering, distributing, and securing information. It is generally agreed that information is the transmission of data, concepts, traits, and norms.
In this manner, information and communication technology enables social orders to achieve greater access to information and ideas. It also enables new, faster, and more effective methods for teaching and learning forms.
ICT is an indispensable component of the contemporary world. Indeed, society and customs must evolve in order to handle the challenges of the information era. ICT is a control that has altered many aspects of people’s lifestyles.
Considering industries such as education, learning, tourism, transportation, medical, banking, business, law, architecture, and manufacturing, the impact of ICT during the past few decades has been enormous. The manner in which these domains operate now is enormously distinct from the manner in which they operated in the past.
Eventually, if one examines the education sector, there appears to be little effect on ICT application and significantly less change than has been documented in other industries. However, countless people have attempted to investigate this absence of action and influence (Soloway & Pryor, cited in Collis, 2002).
ICT’s inescapable influence has resulted in rapid technological, social, political, and economic development, which has prepared society to be organized around ICT. ICT’s introduction has not had a genuine effect on the field of education.
Nonetheless, ICT has significantly increased the value and quantity of learning, teaching, and research in conventional and remote education institutions. ICT improves teaching and learning by its dynamic intelligence and connection to content, and it affords genuine opportunities for individualization of study.
According to Kirschner and Weperies, referenced in Yusuf et al. (2013), ICT may make schools more successful and profitable by organizing a variety of tools to improve and support teachers’ professional practices.
Yusuf and Onasanya (2004) argued that ICT enables schools to communicate with one another via email, chat room conferencing, mailing lists, and other communication tools. The three most important justifications for ICT in education.
In any event, it is argued that it is a method for addressing problems in educational settings, a change agent, and a central force in economic crisis. As a tool for addressing issues in technology and learning processes, the board and support for effective learning and teaching possess the capacity for transport.
As a change agent, it is suitable for modifying the content, approaches, and value and quantity of learning and instruction; hence reducing instructors’ workload and ensuring a constructivist request-based study room (Honey & Mandinach, 2003).
In addition, ICT is a central force in economic and social movements that require technology skills fundamental to the learners’ future career. According to Thierer, Yusuf, et al. (2013), the use of technology in learning and teaching is swiftly becoming one of the most crucial and widely discussed concerns in the modern education system.
Description of the problem
According to experts in the field of education, if ICT is implemented effectively, it has the potential to improve teaching and learning, as well as create employment opportunities. Consequently, the purpose of this study was to analyze the role of ICT as change-driving instruments for Nigerian tertiary institutions.
The majority of students find ICT tools extremely appropriate in that they are driven to complete homework; teachers recognize that ICT empowers students with unique needs or challenges. In addition to reducing social disparities between students, group activity facilitates the completion of a certain task.
Similarly, when using ICT to carry out their activities via electronic portfolios or commitments, students take responsibilities. In addition, the research has demonstrated that ICT has a substantial impact on educators and instructional practices.
The researcher wishes to explore the impact of ICT on the teaching and learning process in the twenty-first century.
The purpose of the study
The study’s aims are as follows:
To determine the impact of ICT on the teaching and learning process in the twenty-first century.
To determine the features of teaching and learning in the 21st century.
To determine the impact of ICT on student academic achievement.
Theoretical Hypotheses
To guide the investigation, the following research hypotheses are formulated:
In the 21st century, ICT has little effect on the teaching and learning process.
ICT has little effect on the academic achievement of students.
Importance of the research
The report will be highly important for students, the education ministry, and policymakers. The study will provide a thorough understanding of how ICT affects the teaching and learning process in the twenty-first century.
The will give the required advantages of incorporating ICT into teaching and learning. The paper will also serve as a resource for future researchers who investigate relevant topics.
Limitations and scope of the study
The study examines the influence of ICT on the teaching and learning process in the twenty-first century. This research will be restricted to secondary schools in Uyo.
Limitations/constraints are unavoidable while doing a study of this sort. Nonetheless, during the course of this investigation, the following limitations were encountered:
Lack of sufficient resources (finance): A project of this sort is extremely challenging financially; money had to be spent at various stages of the research, and resources that could have aided in the effective execution of the study were insufficiently available.
Time factor: The amount of time spent conducting research is insufficient to yield the most accurate results. Nonetheless, I hope that the small amount of information provided in this study will go a long way toward resolving many more pressing issues.
The effects of technology on teaching and learning in the 21st century.
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