TABLE OF CONTENTS
TITLE PAGE
ABSTRACT
TABLE OF CONTENTS
LIST OF ABBREVIATIONS
OPERATIONAL DEFINITION OF TERMS
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Scope of the Study
1.7 Significance of the Study
CHAPTER TWO
2.0 REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2. Concept Framework
2.2.1 Concept of ICT
2.2.2 Basic Technology as a Subject in the Nigerian School Curriculum
2.3. Types And Terms of ICT
2.4. ICT Competence- Skills and Knowledge
2.5 Application of ICT in Teaching
2.6 ICT for Education
2.6.1Explicit ICT Policy for Education
2.6.2 Model for Systemic Development of ICT for Education
2.6.3 Conditions for Proper Integration of ICT in Classrooms
2.7 Problems Militating Against the Use of ICT In Teaching
2.8 Review of Emperical Studies
2.9 Summary of Literature Review
CHAPTER THREE
3.0 RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population of the Study
3.4 Sample Size and Sampling Technique
3.5 Instrumentation
3.5.1 Validation of the Instrument
3.5.2 Pilot Study
3.5.3 Reliability of the Instrument
3.6 Procedure for Data Collection
3.7 Procedure for Data Analysis
CHAPTER FOUR
4.0 DATA PRESENTATION AND ANALYSIS
4.1 Introduction
4.2 Demographic Data
4.3 Research Question
4.4 Research Hypotheses
4.5 Summary of the Major Findings
4.6 Discussion of Findings
CHAPTER FIVE
5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendations
5.5 Limitation of the Study
5.6 Suggestions for Further Studies
REFERENCES
APPENDICES
ABSTRACT
This study examined basic technology teachers‟ perception on the availability and utilization of Information and Communication Technology for teaching in secondary schools in Kwara State. The study used cross-sectional survey design and simple random sampling was used to select the sample. Fifty six junior secondary schools with a total population of 376 and a sample size of 112 Basic Technology teachers with a total population of 445 were sampled for the study. Questionnaire was the instrument used for data collection in the study. Five research questions and two research hypotheses were answered and tested respectively. T-test and ANOVA tools were used for the statistical analysis. The result shows that ICTs are not available for delivery of instructions, thereby leading to irregular utilization for instructional process or self development. The finding shows most basic technology teachers are not competent in ICT utilization but are confident that it has great benefits despite several constraints encountered in its utilization. The result also shows no significant difference between public and private schools and no significant difference among the three senatorial districts in the utilization of ICT for instructional delivery in Kwara State. It is recommended that; teachers should endeavour to develop skills in the utilization of ICT for effective delivery of instruction. Parents should support the utilization of ICT resources in instructional delivery in their schools. Schools and government should make funds available and sponsor Basic Technology teachers‟ attendance at conferences, seminars and workshops on utilization of ICT for effective integration of ICT.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
As a new paradigm emerges, each paradigm shift has brought a set of all pervasive principles that becomes the new common sense basis for organizing every activity and for structuring any organization- be it government, business, entertainment or education. While developed countries are engaged in the shift from mass production to information technology paradigm, the economies of many less developed countries are pre industrial and based on agriculture (United Nations Education and Scientific Cultural Organization, 2011). Africa being a continent with lots of developing nations and large dependence on her human or natural resources (Marcellius, 2009), should wakeup to the fact that its human and natural resources are being eroded by the introduction of the new technologies. Nigeria as a nation therefore, needs to device new and profitable adjustment mechanism for integrating into the global system as was the case in the colonial period (Iheriohanma, 2011). The Economic Commission for Africa has also indicated that in a rapidly changing world, the ability to access and utilize information should not be seen as a luxury but a necessity for development (Adomi & Kpagban, 2010).
Having outlined its new economic strategies to become one of the world largest economies by the year 2020 as stated in the first national vision 20:2020 medium term implementation plan document (NV 20:20, 2009), Nigeria need not to lose sight of the importance of moving to the knowledge development and innovation.....
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