CHAPTER TEN

IMPACT OF ICT IN BASIC EDUCATION

Introduction

In the case of Nigeria, basic education consists of the two levels of primary and lower secondary education.The World Declaration on Education for All defines basic learning needs as being met by a wide range of educational activities taking place in varied contexts, according to EFA (1990) (Jomtien, Thailand, 1990). Primary education, the initial level of basic education, and lower secondary education make up basic education, according to ISCED standards (second stage). It also consists of a broad variety of non-formal, informal, private activities and public, created to meet the basic educational needs of people of all ages.

Due to its ability to help children find the knowledge they require and arrange it after they have discovered it, the use of information and communication technology (ICT) in elementary education is considerable. As they go through the school system, kids become more responsible for their own learning. In order for all schools to generate computer literate, autonomous learners, many people think that ICT has to be better integrated into curricula.

ICT is a widespread phenomenon, and young people who are computer savvy may have an easier time adjusting to modern life. Children find and organize information much more easily when they have a solid understanding of ICT. Even though the ICT curriculum wasn’t always balanced, employing technology improved students’ academic performance in a number of areas. The study also discovered that students in basic education used computers for the maximum amount of time permitted by the curriculum.

ICT is essential in schools that prioritize fundamental education because it may improve students’ performance in other subjects, help them locate what they need, and use information in particular ways. Early exposure to ICT is important since children will need such abilities throughout the duration of their schooling and in the workplace.

The children that perform very well in ICT invest more time reviewing material rather than moving forward. Children performed well in ICT in more than half of the basic education schools that the Ofsted report (2009) visited. However, past research discovered that kids performed better in schools with high computing facilities but fared worse when there were fewer resources available.

ICT as Instructional Resources in Basic Education

One of the most significant and frequently discussed topics in current education policy is the use of information and communication technologies in teaching and learning in Basic Education. It is unquestionably possible to increase the significance and impact of teaching and learning by integrating technology into Basic Education classrooms (Zao, 2007). The use of technology in basic education improves the learning environment for students, supplements teachers’ lessons in the classroom, gives teachers and administrators administrative tools, expands access to education and inclusive education in schools, establishes a communication platform, and gives students a passport to gaining a competitive edge in the global economy (Jhurree, 2005).The evidence, however, reveals that Basic Education teachers are among the least likely to employ technology in the classroom, despite the promise of technological integration (Acikalin, 2010). However, kids’ access to technology remains restricted and uneven in the absence of teachers who can incorporate it (Gorder, 2008).

Relatively speaking, significant progress has been made in integrating technology in resource-rich school settings in Europe and America. For instance, over 100% of American elementary schools have Internet access, with a student to computer ratio of 5:1. (Zhao, 2007). The one-to-one laptop policy has also been extensively followed in most Western nations during the past 20 years (Larkin & Finger, 2011). However, the situation is different in low- resource nations like Nigeria, where integration of new technology has made modest progress and Basic Education teachers work in settings where it is exceedingly challenging to implement it (Fong, 2009). Computer use in low- resource learning situations generally involves a many-to-one scenario, in which numerous kids share a single computer, as noted by Underwood, Garg, Tseng, Find later, Anderson, and Pal (2010). Instructively stating that “low- resource countries have several obstacles in providing education,” Murray, Wenger, Downes, and Terrazas (2011). They also emphasized that educational systems in low-resource nations are characterized by poorly trained teachers and a severe lack of computers and other modern technical tools for the classroom.

The National Policy on School stresses the use of Information and Communication Technology (ICT) to aid learning at all levels of education since the Federal Government of Nigeria is aware of the advantages of incorporating contemporary technology into education. The policy places a special emphasis on teaching fundamental computer skills in Basic Education schools (FGN, 2004).

In Basic Education classrooms, using technology effectively may enhance students’ learning. Therefore, educators should work to increase students’ technological literacy in order to better prepare them for the difficulties of 21st century global citizens (Friedman, Bolick, Berson, &Porfeli, 2009). Due to their comfortable reliance on technology in their daily lives, the current generation of students is one that has grown up in the digital age. Students must be able to critically analyze their world through interacting with developing technology if teachers are to adequately educate them for the responsibilities of citizenship (Cogan, Grossman, & Lei, 2000; Hicks, Tlou, Lee, Parry & Doolittle, 2002). Both Deim (2000) and Doolittle and Hicks (2003) concur that using technology in Basic Education classes enhances student learning. The data suggests that incorporating technology into Basic Education classes encourages active student inquiry, active participation and engagement, and participation in critical thinking (Whitworth & Berson, 2003). (Lei & Zhao, 2007).

The growth of students’ communication and problem-solving skills is facilitated by technology-based learning. Students have the chance to acquire vast knowledge as they actively participate in the teaching process through the integration of technology. Technology’s impact on the educational system highlights the necessity and value of new technologies in teaching and learning. Technology must be integrated into the teaching process if educators are to fully utilize it (Whitworth & Berson, 2003).

Teachers’ readiness to use technology into their lessons and lessons for students is mostly a result of their attitudes and beliefs, which either encourage or dissuade their actual use (Sorebo, Halvari, Gulli, Kristansen& Wang, 2008). The process by which a person initiates and maintains their goal-directed behavior is known as motivation (Schunk, Pintrich & Meece, 2004). There are times when teachers use their own motivation to introduce technology into the classroom. On the other hand, particularly in the case of low-resource countries, factors outside of their control may prevent them from implementing technology in teaching and learning (Khan et al, 2012). This is due to the dramatic decision and determination required to change from the didactic ways of teaching to an engaging and interactive teaching style that technology integration in the classroom entails.

Teachers and students in basic education schools may benefit from the incorporation of information and communication technology. By offering curricular support in challenging topic areas, this can aid in improving and developing the quality of education. Basic Education teachers must participate in collaborative projects and the creation of intervention change strategies, which would include teaching collaborations using ICT as a tool, in order to accomplish these goals. Major determinants of the use of new technology in educational contexts are teachers’ attitudes. The ICT experiences of both teachers and their students are influenced by their attitudes toward ICT.

Zhao and Cziko (2001) state that there are three prerequisites for teachers introducing ICT into their basic education classrooms: first, teachers must believe that technology is effective; second, teachers must believe that using technology won’t cause any disruptions; and third, teachers must believe that they have control over technology. The characteristics of the technology itself are one of the key elements influencing people’s views toward new technologies. According to Rogers, there are five fundamental characteristics of technology—relative benefit, compatibility, complexity, observability, and trialability—that influence acceptance and later adoption. Therefore, a new technology will spread more widely if prospective users believe it to have the following advantages over earlier innovations: (1) it is compatible with current practices; (2) it is simple to understand and use; (3) it produces observable results; and (5) it can be tested out in small doses before adoption.

Teachers must include ICT into key learning experiences in Basic Education in order to prepare students for real life in our technologically advanced and multicultural world. Studies reveal that despite their high value for this potential, the majority of Basic Education teachers do not use ICT to improve the quality of learning environments (Smeets, 2005). In three primary and three secondary schools, Harris (2002) carried out case studies that centered on cutting-edge pedagogical ICT techniques. The benefits of ICT will be realized, according to Harris (2002), “…when confident teachers are willing to explore new prospects for transforming their classroom practices by using ICT.” As a result, ICT use will improve learning environments and prepare the next generation for their future lives and vocations (Wheeler, 2001).

Facilities of ICT in Teaching Social Studies

Information and communication technologies, or ICT, are described as a “a wide range of technological resources and instruments utilized for communication as well as for the production, distribution, archiving, and management of information. ICT refers to technology that comprises of electronic equipment and related human interaction materials that allow the user to utilize them for both personal usage and a variety of teaching and learning processes.” Computers, the Internet, radio and television transmission, and telephone are some examples of these technology. ICT refers to a field of technology that processes and exchanges data in order to serve human needs.

According to Babajide and Bolaji (2003), Bryers (2004), Bamidele (2006), and Ofodu, the numerous ICT tools utilized in the teaching and learning process in technical colleges (2007) include things like radio, television, computers, overhead projectors, optical fibers, fax machines, CD-ROM, the internet, electronic notice boards, slides, digital multimedia, video/VCD players, and more. There seems to be a lack of some of these facilities for the technical colleges’ teaching and learning processes. This may explain why educators aren’t incorporating them into their lessons.

ICT users have a stronger comprehension of difficult subjects and ideas, and they are more likely to remember information and apply it to solve problems outside of the classroom (Apple Computer, 2002). When access to material is provided at different levels, students can also use ICT to broaden and deepen their understanding, research, and inquiry in accordance with their requirements and interests (CEO Forum on Education and Technology, 2001). The most advanced and expensive computer-based technologies are frequently referred to as information and communication technologies (ICTs). ICTs are essentially information-handling tools, which include a wide range of products, programs, and services used to create, store, process, distribute, and exchange data. Information and communication technology, or ICT, is a broad category of technological tools and resources used for communication. They use to produce, transfer, gather, and manage Information technology is defined as “the use of manmade tools for the collection, creation, communication, recording, re-management, and exploitation of information” by Anyakoha (1991). It covers the tools and products used to transfer, record, edit, store, modify, or broadcast information. ICT is a tool that has significantly altered many facets of how we live.

  • ICT encompasses computer hardware, software, applications of telecommunication technologies, projectors, LANs, WANs, digital cameras, CD/DVD players, cell phones, satellites, and fibre optics.

  • Digital technologies are a broad category of technologies. It is a system that combines two or more technologies. These new ICT and digital technologies include, among others:

  • Multimedia PCs, Laptops, and Notebooks - PCs and laptops with Internet connectivity

  • Digital cameras and laptops with video capabilities

  • Intranet and Internet (LAN & WAN)

  • WWW (World Wide Web)

  • Internet, online databases, video conferences, e-mail, newsgroups, and chat, as well as digital libraries, e-books, e-journals, and e-databases, as well as discs, CDs, and DVDs.

  • Cell Phones

  • E-books, E-journals, E-databases,

  • computer-mediated conferences,

  • video conferencing,

  • telemedicine,

  • virtual reality,

  • telecommunication satellites,

  • interactive TV and radio, and

  • devices with Internet connectivity

Review Questions

Attempt the following questions:

  1. Itemize any ten ICT facilities that could be incorporated into the process of teaching and learning.

  2. Choose any ICT facility and demonstrate how it could be integrated in the process learning and teaching.

  3. Using Nigeria as a case study, discuss the impact of the application of Information and Communication Technology to Basic Education curriculum.