Background of the Study
Information and communication technology (ICT) is a force that has changed many aspects of human endeavours. The impact of ICT on various fields of human endeavour such as medicine, tourism, business, law, banking, engineering and architecture over two or three decades has been enormous. But when one looks at the field of education, there seems to have been an uncanny lack of impact of ICT and far less change than other fields have experienced. A number of scholars such as Soloway and Prior, 1996 have attempted to explore this lack of activity and impact of ICT on education and many others. In other words, though ICT has begun to have presence in education, its impact has not been as extensive as in other fields (Collis, 2002). Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. With the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important.
Information and communication technologies (ICT) are electronic technologies used for information storage and retrieval. Development is partly determined by the ability to establish a synergistic interaction between technological innovation and human values. The rapid rate at which ICTs have evolved since the mid-20th century, the convergence and pervasiveness of ICTs, give them a strong role in development and globalization (Nwagwu, 2006). ICTs have a significant impact on all areas of human activity (Brake and Chisenga, 2003).
The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, and research (Yusuf, 2005). A great deal of research has proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the potential to accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow’s workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005).
In a rapidly changing world, basic education is essential for an individual be able to access and apply information. Such ability must find include ICTs in the global village. The Economic Commission for Africa has indicated that the ability to access and use information is no longer a luxury, but a necessity for development. Unfortunately, many developing counties, especially in Africa, are still low in ICT application and use (Aduwa-Ogiegbean and Iyamu, 2005).
Statement of the Problem
Information Communication Technology (ICT) relevance and positive effects as instructional resource for the teaching and learning of Computer in secondary schools in Ekiti State of Nigeria is a noticeable improvement among the various institutions and academic output. It is noted that uses of ICT equipment in teaching and learning of Computer in secondary schools does not only assist the teachers in carrying out their job effectively but also render qualitative service output to the entire academic community of the Nation.
Despite the importance of computer in our education system and nation in general, many factors however has hindered the growth and adoption of computer science in secondary schools. Such factors range from lack of interest in computer studies and effective use of information communication technology (ICT) in the part of the students to lack of dedication in the part of the teachers.
How to get complete project materials
Step 1: make payment of N3000 to any of the bank below
NAME: TITUS AYANI SOLA
BANK: FIRST BANK PLC
ACCT NO: 3111741042
ACCOUNT TYPE: SAVINGS
NAME: TITUS AYANI SOLA
BANK: WEMA BANK
ACCT NO: 0237422220