ASSESSMENT OF THE USE OF EDUCATIONAL TECHNOLOGY BY...
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ASSESSMENT OF THE USE OF EDUCATIONAL TECHNOLOGY BY SOCIAL STUDIES TEACHERS IN SECONDARY SCHOOLS IN WESTERN NIGERIA
Dr. Ede O.S. Iyamu and Dr. S.E. Aduwa Ogiegbaen
University of Benin
Researches are needed in the developing countries to assess their integration of digital technologies into the curriculum implementation process. This study aimed at investigating the type of educational technology resources used by Social Studies teachers in Western Nigeria; their frequency of use, and the key variables that are related to their use. The survey used a sample of 200 Social Studies teachers who were randomly drawn from the secondary schools in Western Nigeria. The questionnaire used for the data collection had a reliability coefficient of 0.61. Both the descriptive and inferential statistics were used for the data analysis. The results showed that all the 200 subjects were non-users of educational technology. It was also found that the teachers’ use of educational technology was significantly related to their pre-service and in-service training, availability of computers in classroom, computer laboratory and regular electricity supply. The recommendations made include the need for greater emphasis on skills related to the use of educational technology resources in Social Studies teacher education programmes in Nigerian Universities and Colleges of Education.
At every level of education, educational technology is perceived as a vehicle for curriculum enhancement. Studies including Hadley & Sheingold, 1992; McDaniel, Melnerney & Armstrong, 1993; Hannafin & Saverye, 1993) have indicated that educational technology has the potential for enhancing student learning. Educational technology in this context refers to technology that is employed in the classroom for the purpose of student instruction (Buck, 1994). It is all about computer-based technology including computer hardware, software, CD-Rom, videodisc player and the Internet. These forms of technology provide teachers and students with vast quantities of information in an easily accessible, non-sequential format that can be used as teaching tool. Extolling the importance of technology in the instructional process, Chapin and Messick (1992) and Imogie (1998) asserted that the role of technology in teaching and learning is rapidly becoming one of the most important and widely discussed issues in contemporary education policy. To this extent, developed countries of Europe and America have made legislative provisions on the imperative use of technology in the instructional process (Brittain, 1988). Consequently, there has been a staggering amount of research and publication related to the use of technology for educational purposes in these advanced industrialized nations. Today, nearly everyone in these countries gains access to Information and Communication Technology (ICT), and the purchases of computers for school use in such countries as the United States of America has been increasing in such a pace that is difficult to keep track of how many computer machines are now in American Schools (Harper, 1987). A survey report by Becker (1986) on the instructional uses of computers in United States public and private schools suggested that over one million computers were in American elementary and secondary schools and that more than fifteen million students used them during 1985. The report also says that more than half-a-million teachers used computers for instructional purposes during the same period and half of American secondary schools owed at least 15 computers each. Considering the fast pace of ICT in the last 20 years in Europe and America, the figures reported by Becker (1986) must have risen astronomically by now. According to Thomas (2003), the story in Britain is basically...
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