SKILL DEVELOPMENT IN INFORMATION AND COMMUNICATION TECHNOLOGY IN NIGERIA CLASSROOMS. A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE

ABSTRACT

The purpose of this study was to find out skills development in information and communication technology of some selected secondary schools in Oredo Local Government Area of Edo State: The method used in the collection of data were the questionnaire, Oral interview and personnel Assessment of visible I.C.T. facilities. A questionnaire schedule was constructed and distributed to 100 respondents in secondary schools within Oredo Local Government Area. The population was made up of 75 males staffs and 25 female staffs. The data collected were analysed and the result shows that most of the schools in Oredo Local Government Area lack ICY facilities in teaching secondary schools. It was also observed that lack of human skills and lack of relevant software’s has always jeopardized ICY applications in classroom.

Based on these findings, recommendation’s were made on he following area: (1) Regular in – service course should be organised to train teachers in secondary school within Oredo to improve on ICY skills and to enrich the industry of education in the state. (2) Government agencies should provide the facilities necessary for teaching in secondary schools, facilities such as computer sets, Television sets, Radio/Video tape machines and internet facilities for all field of study. Government on their part should try to provide ways of finging solutions to solve problems resulting from lack of ICT facilities by giving fund to assist secondary education so as to meet up with quest for globalisation in Nigeria classroom.

CHAPTER ONE

1.0 INTRODUCTION AND STATEMENT OF PROBLEM

1.1 INTRODUCTION.

Our present concern about skills development in information and communication technology in Nigeria classroom stem from the fact that skills development in information and communication technology in Nigeria classrooms have not received the attention it deserved because modern life requires that the quality of education be improved. In the present day secondary schools, lack of skills in ICT has lead to the problem the students are facing now. Information and communication Technology, took its stand as an occupational technology as far back as early sixties (1969s) in the development country particularly U.S.A. Before this particular time, development of skills in these areas were not given attention until the early eighties (1980s) and was recognised as educational technology being an educational pursuit (River State University of Science and Technology, faculty of Science and Technical Education, Department of science and Technical Education S. W. and Dokubo A.; Dr Alice E. Asimi; Dr Iroha Kalu Department of curriculum and Teaching, faculty of Education, University of calabar, calabar and Benedict O. E. Ani main library, University of calabar, calabar. Information and communication Technology (ICT) consist of hardware, soware, networks, media for collection, virtual learning environment, internet Gateway, storage, processing, transmission and presentation of information ( voice, data, text and images).

As suggested by world Bank (2002) The internet is a powerful tool for improving the quality of a wide range of public service important for poverty reduction, especially education and health. Emphasis is laid on students in secondary schools in the Nigeria classroom who lacks the latest technology and designed material skills in ICT to complete in global economy. Information and communication Technology (ICT), Stand as a platform for skills acquisition. This is based on the computer and Nigeria telecommunication technology. It provides relevant knowledgeable information in diverse field of study. Other skills development are concerned with how to operate (D-ROM and 1. 44 floppy diskettes. New concepts, New products, and New ideas is produced everyday with the help of skills development in information and communication Technology this transforming the lives of students in the classroom and also industries as well as business in the whole wide world. The role of technology in teaching and learning is rapidly becoming one of the most important and widely discussed issued in contemporary education policy (Rosen and Well, 1995; Thierer, 2002),