ABSTRACT
The study attempted to examine the appraisal of the
relationship between ICT usage and integration in Social Studies Education and
instruction in some selected secondary schools in Lagos State.
In this study, relevant and extensive literature was reviewed under
subheadings. The survey research design was used to assess responses of the
selected respondents, with the application of the questionnaire and the
sampling technique. A total of 50 (fifty) respondents were selected and used
for this study, which represented the bulk of the population. Three (3) null
hypotheses were formulated and tested in this study, using the Pearson product
moment correlation statistical tool at 0.05 level of significance. At the end
of the analyses, the following findings were obtained:
(i)
Hypothesis
one found that there is a significant relationship between social studies
teachers’ ICT awareness and teachers’ experiences in the schools.
(ii)
Hypothesis
two revealed that there is a significant relationship between social studies
teachers’ ICT integration and the academic qualification of teachers in
schools.
(iii)
Finally,
hypothesis three indicated that there is no gender difference in teachers’
performance due to ICT usage in the school.
TABLE OF CONTENTS
Title Page
Certification
Dedication
Acknowledgements
Abstract
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1 Background
to the Study
1.2 Statement of
Problem
1.3 Purpose of the Study
1.4 Research
Questions
1.5 Research
Hypotheses
1.6 Significance of the Study
1.7 Scope of the
Study
1.8
Limitation of the Study
1.9 Definition
of Terms Used in the Study
CHAPTER TWO: LITERATURE
REVIEW
2.1
Teacher Education
2.2 Rationale
for the Use of Technology
2.3 Achieving
Technology Literacy
2.4
ICTs and Teacher Education
2.5 Using Technology to Increase Efficiency in the Classroom
2.6 Technology
and Social Studies Education
2.7 The Barriers to Successful Computer
Implementation
2.8
Administration and Planning Process
2.9 Nigerian
Teacher Education Programmes
2.10
Funding of Education
2.11 Issues
and Controversies
2.12 The
Future Role of Technology in the Social Studies
2.11. Technology Resources: Assessment and Planning
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
3.1 Research
Design
3.2 Area of Study
3.3 Population of the Study
3.4 Sample Size and Sampling Technique
3.5 Instruments
for Data Collection and Procedures
3.6 Data Analysis Technique
CHAPTER FOUR: DATA ANALYSES AND
RESULTS
4.0 Introduction
4.1 Descriptive Analysis of Bio-data of
Respondents
4.2 Descriptive Analysis of Teachers’ ICT
Usage and Instruction
4.3
Testing
of Hypotheses
4.4
Summary
of Findings
CHAPTER FIVE: SUMMARY,
CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary
of the Study
5.3 Conclusion
5.4 Recommendations
References
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Information
Communication Technology (ICT) has proved to be a catalyst to fundamental
changes in the world’s economies and societies. It creates more avenues to earn
income, allows access to useful information, enhances the world of work and
makes the world a global village. The ICT industry spans broadcast, electronics
and print media, computers, telecommunications and e-commerce activities. As
put forward by Oyeyinka et al in 2007, ICT infrastructure is made up of all
physical facilities and technologies engaged in delivering and disseminating
information and communication services in telecommunications, broadcasting,
cable television service, postal service, publishing, education, printing,
computer networks, and a wide range of terminal equipment. The minimum
composition of an ICT infrastructure that would bring about social and
industrial development include: a functional telecommunications network with
voice, data and video transmission to enable an information base that is
adequately networked; local production of ICT equipment and materials; a pool
of human resources with capacity in telecommunications and other related
aspects of the rapidly growing ICT industry; and software development and
production of information technology (IT) and its applications in area of
education that includes teachers training programme and its usage in classroom
situation.
Preparing teachers to be proficient in ICT usage
is a key issue for the field of education. While many states will scramble to
fill as many as two million teaching positions in the next few years, the
public expects teachers to be able to integrate technology into their
instructional strategies. New technologies are disseminated into our nation's
schools at a rapid rate. To utilize these technologies effectively, teachers
need not only to be proficient in technology but also well versed in the
effective integration of technology into their instruction. The key in meeting
this expectation is the teacher preparation programmes.
Improving the quality of education through the
diversification of contents and methods and promoting experimentation,
innovation, the diffusion and sharing of information and best practices as well
as policy dialogue are UNESCO’s strategic objectives in Education (UNESCO,
2002). This is because information and communication technologies (ICTs) have
become key tools and had a revolutionary impact of how we see the world and how
we live in it. This phenomenon has given origin to the contemporary and
advances in our ways of life. ICT is having a revolutionary impact on
educational methodology globally. However, this revolution is not widespread
and need to be strengthened to reach a large percentage of the population. In a
complex society like Nigeria,
many factors affect its ICTs use and integration, so an interdisciplinary and
integrated approach is therefore very necessary to ensure the successful
development of Nigeria’s
economy and society (Mac-Ikemenjima, 2005).
The academic landscape in Nigeria
includes the teaching and learning process, along with the educational
programmes and courses and the pedagogy or methodology of teaching; the
research process, including dissemination and publication; libraries and
information services; including higher education administration and management
(Beebe, 2004). The integration of Information and Communication Technologies
(ICTs) in higher education programmes and especially in social studies has been
the topic of a good deal of debate. ln Nigeria, the relationship between
the development of ICTs penetration and use in teacher education programs and
its diffusion into the programmes in Faculties of Education and Schools of
Education is dependent upon governmental policies. (Beebe, 2004)
Information and communication technologies
(ICTs) are indispensable and have been accepted as part of the contemporary
world especially in the industrialized societies. In fact, cultures and
societies have adjusted to meet the challenges of the knowledge age. The
pervasiveness of ICT has brought about rapid changes in technology, social,
political, and global economic transformation. However, the field of education
has not been unaffected by the penetrating influence of information and
communication technology. Unquestionably, ICTs has impacted on the quality and
quantity of teaching, learning, and research in teacher education. Therefore,
ICT provides opportunities for student teachers, academic and non-academic
staff to communicate with one another more effectively during formal and
informal teaching and learning (Yusuf, 2005b, pp. 316-321). In the same vein,
teachers need training not only in computer literacy but also in the
application of various kinds of educational software in teaching and learning
(Ololube, 2006).
Furthermore, they need to learn how to integrate ICTs
into their classroom activities and school structure. The quality of
teachers is known in virtually all countries to be a key predictor of student
learning (Ololube, 2005a; 2005b). Therefore, teacher training is crucial using
ICTs, because ICTs are tools that on the one hand can facilitate teacher
training and on the other hand help them to take full advantage of the
potential of technology to enhance student learning (UNESCO, 2003).
Correspondingly, ICTs have introduced a new era in traditional methods of
teaching and offering new teaching and learning experiences to both teachers
and students. Hence, Nigerian education environment should take advantage of
this capability to provide easy access of information, since technologies
enable the visualization of educational materials in an innovative and
realistic manner.
1.2 Statement of Problem
There has been a precarious relationship between
social studies education and technology. While some educators have been
fascinated by the potentials of technology to enhance teaching and learning,
many schools have lagged behind in assimilating technology into instruction
(Berson, 1996). Shaver (1999) expressed doubt that technology will ever incite
instructional reform in the social studies education, and Pahl (1996) noted
that social studies educators have been apprehensive about modifying
instruction to incorporate technology. This lingering apprehension has led some
researchers to conclude that social studies instruction has not appreciably
changed as a result of technology (Martorella, 1997; White, 1997).
If the above situation continues, it will
invariably leads to a situation where their would be no opportunities for
student, teachers, academic and non-academic staff to communicate with one
another more effectively during formal and informal teaching and learning.
Therefore, this research is set to determine the extent of social studies
teachers’ exposure to ICT usage and how schools and teachers have been able to
integrate technology into their activities.
1.3 Purpose of the Study
The purpose of this study is appraising
the relationship between ICT usage and integration in social studies education
and instruction in some selected secondary schools in Lagos. Specifically the study will;
1. Determine the extent of Social
Studies teachers’ awareness of ICT for Social studies instruction
2. Determine the level of
ICT integration into Social Studies education
3. Investigate how Social
Studies teachers are using technology in their instruction
4. Determine the competence of social
studies teachers in the use of technology in their instruction.
1.4 Research Questions
In order to understand the relationship between
technology innovation and social studies education, this research focuses on
the use of technology in Social Studies instruction. This survey research
addresses the following questions:
2. What is the level of ICT
awareness of Social Studies teachers in schools?
3. To what extent do social
studies teachers currently integrate technology into their instruction?
4. In what ways are Social
Studies teachers using technology in their instruction?
5. What is the level of teacher’s competence in
the use of ICT in Social studies instruction?
1.5 Research Hypotheses
1. There is no significant
difference in Social Studies teachers ICT awareness based on gender, years of
teaching experience and academic qualification
2. There is no significant
difference in Social Studies teachers ICT integration based on gender, years of
teaching experience and academic qualification.
3. There is no significant difference
in Social Studies teachers’ level of technology use based on gender, years of
teaching experience and academic qualification.
1.6 Significance
of the Study
The research results will have implications for
future policy regarding technology training of teachers and the development of
strategic plans aimed at encouraging technology-based innovation in teacher
instructional methods and particularly in Social Studies education
1.7 Scope of the Study
This study appraises the relationship
between ICT usage and integration in social studies education and instruction
in some selected secondary schools in Lagos
state
1.8 Limitation
of the Study
This research will be limited to five
junior secondary schools in Ajeromi- Ifelodun Local Government area in Lagos
state because there will not be enough time and resources to covers all the
junior secondary schools in Lagos state.
1.9 Definition of Terms Used in the Study
For the
purpose of clarity and to avoid ambiguity, some of the terms that are used in
the study are defined operationally below:
Technology:
Technology in this
study refers to tools and machines that may be used to solve real-world
problems. It also refers to material objects of use to humanity, such as
machines, hardware, software, systems, methods of organization and techniques
((The American Heritage® Dictionary of the
English
Language, Fourth Edition Copyright © 2007 published by Houghton Mifflin
Company.
Innovation:
The term is used in
the study to refer to both radical and incremental changes to ICT products and
processes. In the organizational context, innovation is linked to performance
and growth through improvements in efficiency, productivity, quality,
competitive positioning, market share, etc. (Wikipedia, the free encyclopedia)
ICT: ICT Generally
referred to as Information Communication Technology and includes all electronic
technologies and equipment used in facilitating information processing and
communication. ( (Wikipedia, the free encyclopedia)
Instruction: In education, instruction is define
as the act of teaching according to Advanced Learner’s Dictionary,8th
edition
Click “DOWNLOAD NOW” below to get the complete Projects
FOR QUICK HELP CHAT WITH US NOW!
+(234) 0814 780 1594
Login To Comment