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ICT INTEGRATION IN THE TEACHING AND LEARNING OF JUNIOR SECONDARY SCHOOLS STUDENTS

CHAPTER ONE

Introduction

1.1 Background to the Problem

The Nigerian National policy on Information Technology define Information Technology to include any equipment or interconnected system or subsystem of equipment, that is used in the automatic acquisition, storage, manipulation, management, movement control, display, switching, interchange, transmission or reception of data or information.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, with its convergence and pervasiveness giveit a strong role in development and globalization (Nwagwu, 2006). ICTs have a significant impact on all areas of human activity (Brakel 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 its benefit to the quality of education (Al-Ansari, 2006). ICTs have the potential to accelerate, enrich, and deepen skills, to motivateand 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).

Students who use ICT gain deeper understanding of complex topics and concepts and are more likely to recall information and use it to solve problems outside the classroom (Apple Computer, 2002). Students have reported that they benefit more.

1.4 Research Question

1 What is the profile of the respondents in the study?

2. What is the extent of student’s perception of ICT integration in the learning of basic science?

3. What is the extent of teacher’s perception of ICT integration in the teaching of basic science?

4. What is the extent of ICT integration in the teaching of Basic Science in JSS?

CHAPTER TWO

Introduction

This chapter makes an attempt to review related literatures to give solid support from earlier studies to this study. The organization of this chapter is as follows:

2.1 Review of Related Literature

2.2 Information Communication Technologies/ Technology

2.3 ICTs in Education and For Education

2.4 Teachers and Instructional Applications of ICTs

2.5 Factors Contributing To ICT Integration in the Classroom

Characteristics of ICT on desktop

2.6 Influence of Computer Literacy on Use of Electronic Resources

2.7 Use of Electronic Resources in Libraries

2.8 Factors Affecting Effective Utilization of Electronic Resources

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