ATTENTION:
BEFORE YOU READ THE
PROJECT WORK, PLEASE READ THE INFORMATION BELOW. THANK YOU!
TO GET THE FULL
PROJECT FOR THE TOPIC BELOW PLEASE CALL:
08068231953,
08168759420
TO GET MORE PROJECT
TOPICS IN YOUR DEPARTMENT, PLEASE VISIT:
THE
USE OF ICT IN THE LEARNING OF INTEGRATED SCIENCE AMONG STUDENT-TEACHERS
ABSTRACT
This study is to
investigate the use of ICT in the learning of integrated science among students
teachers in the College of Education, Ekiadolor, Benin City. Four research
questions were developed to capture the topic and questionnaire was designed to
elicit information from the respondents which comprises of the students of
College of Education, Ekiadolor, Benin City. 100 students-teachers were randomly
selected from the four schools in the College. Percentage and frequency
distribution were used to present the result of the information gathered. The
findings revealed that the contribution of ICT facilities to teaching and
learning process; the usage level of ICT facilities; problem militating against
the use of ICT facilities in the study area.
TABLE OF CONTENT
CHAPTER ONE:
INTRODUCTION
Statement of problem
Research questions
Objective of study
Scope and
Delimitation of study
CHAPTER
TWO
Literature review
CHAPTER THREE
Methodology
Design of the study
Population of the
study
Sampling techniques
Method of data
collection
Method of data
analysis
CHAPTER FOUR
Data presentation and
analysis
CHAPTER FIVE:
SUMMARY, CONCLUSION
AND RECOMMENDATION
Summary
Conclusion
Recommendation
REFERENCE
APPENDIX
(QUESTIONNAIRE)
CHAPTER ONE
1.1
INTRODUCTION
Communication
is the livelihood of today’s business. Electronic data communication is
becoming the industry standard of transaction media and widely used in such
areas as education, payment of bills, video conferencing, and group work
collaboration, etc through tele-education and tele-medicines, as already
practiced in many developed countries such as South Africa, India and China,
education and health can be brought to the door step of the rural and deprived
urban cities in all countries in Africa.
Tertiary
education occupies the apex of education endeavours in Nigeria. Tertiary
education is offered after secondary education in universities, colleges of
education, polytechnic, and monotechnics, among others. The goals of tertiary
education as noted in the national policy on education (FRN, 2004) include the
contribution to national development through high level manpower training,
development and inculcation of proper values for the survival of Nigerian
society and individuals development of the individual intellectual capabilities
so as to understand their immediate and local environment, and provide
opportunities for the acquisition of physical and intellectual skills necessary
for individuals to be self-reliant and be useful member of the society. It is also
meant to promote and encourage scholarship and community service forge and
promote national unity, and the promotion of national and international
understanding.
Information
and communication technology (ICT) is defined as computer based tools used by
people to work with the information and communication processing needs of an
organization. It is widely acknowledged that ICTs can be used to improve the
quality of teaching and learning in any tertiary institution. the prevalence
and rapid development of information and communication technologies (ICTs) has
transformed human society from the information technology age to the knowledge
age (Galbreath, 2000). Moursund and Bielefeldts (1999) identified three major
ways of using ICT for teaching and learning. These are information technology
(IT) assisted learning, technology as a tool and computer and information
science. Information technology (IT) assisted learning was divided into;
i.
Computer-assisted learning, which is the interaction between a student and a
computer system designed to help the students learn to drill and practice,
tutorial, simulation and virtual realities.
ii.
Computer assisted research implies where ICT is used as an aid to doing library
and empirical research. This is enhanced through the growth of world wide web
which has created virtual library that can only be accessed by the
technological literate.
iii.
Distance learning, which is the use of telecommunication, designed to
facilitate students learning through e-mail, interactive web sites and two-way
audio/video teleconferencing.
Information
and communication technology (ICT) should be used as a pedagogically powerful
tool for the construction and modeling of knowledge. Inspite of ICT recognized
potentials; their integration in teaching learning process will be dependent on
teaching. Empirical findings have indicated that even teachers who have
competence in the use of ICT do not integrated them in their t4eaching. For
instance, Moursund and Bielefeld (1999) report on now teachers use of
information technology indicated that;
i.
The technology skills of teacher education faculty were comparable to the
skills of the student they teach and that
ii.
Most teacher educators did not model the use of technology in their teaching.
Thus, lectures need to be induced not only to be competent in using ICT but
also in integrating them in instruction.
1.2
STATEMENT OF THE PROBLEM
The improvement in
the development of ICT facilities usage has been of a great deal. It is
believed that this improvement has not been felt in the area of academic. Most
studnet4s around the world knows how to operate this so called ICT facilities
but it contribution to learning and teaching process has not been analyzed
which is why this study is been set up to investigate the use of ICT in the
learning of integrated science among students teachers in College of Education,
Ekiadolor-Benin City.
1.3
RESEARCH QUESTIONS
1.
How do student teachers use ICT to solve problems in their everyday lives?
2.
What conditions do constrain or enable utilization of ICT in student teachers
learning?
3.
How do student teachers collaborate to address ICT based constraints
encountered in their everyday learning practice?
1.4
OBJECTIVES OF THE STUDY
1.
To determine the extent at which students teachers make use of ICT in their
learning process.
2.
To determine what constraints hinders the use of ICT in the study area.
3.
To suggest solutions to the constraints that hinders the use of ICT in the
study area.
1.5
SIGNIFICANCE OF THE STUDY
This
study is embarked upon to determine the use of ICT in the learning of
integrated science among student’s teachers in the College of Education,
Ekiadolor, Benin City. Knowing the contribution of the use of ICT facilities
will encourage the authority on how to make this facility more available to the
students and also educate the available to the students and also educate the
novice among the students the importance of using ICT.
AFFILIATE LINKS:
Comments
Post a Comment