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INFORMATION TECHNOLOGY AND TEACHING THE SOCIAL SCIENCES: OBSTACLES AND CHALLENGES
ABSTRACT
This study was a survey which explored ICT usage and challenges among social science teachers. Thus, the main purpose of this study was to identify social science teachers’ perceptions in implementing ICT tools in teaching in the classroom; identify the extent to which teachers use ICT tools in teaching and learning in the classroom; and to determine the challenges of using ICT tools in teaching among social science teachers. Three research questions were posed to guide this study and a questionnaire was designed to collect data from a sample size of 50 social science teachers. From the results, social science teachers indicated that ICT is of much help to them in the areas of upgrading of knowledge, research and publication. Weak infrastructure, financial constraints, lack of interest and lack of access to ICT facilities were identified as the major obstacles to ICT usage among academic staff. Furthermore, Social science teachers indicated that ICT is of little or no help to them in the areas of organization of student data; giving of assignments to students and preparing of course outline or content. Recommendation made include providing compulsory free, adequate training opportunity for teachers by the school management.
chapter one
Introduction
1.1 Background of the Study
Rapid developments in information and communication technologies (ICTs) in recent years have resulted in significant changes in the way the world operates and communicates (Ogbomo, 2011). This in turn has had an impact on educational and training needs, both in terms of the content and the delivery of educational and training services, but also there has been increasing pressure on decision makers to acquire new technologies. Simultaneously, forms of ICT are multiplying with an increasing array of ICT options for decision makers to choose from when integrating ICT into education and training(Makela, 2012). The new technology has obvious benefits. It will also cause a growing mental burden of lifelong learning required by the continuous changes inherent in a working life based on computers and world wide networks. The educational authorities and organizations must promote networking of the educational system and create open learning environments to support the development from “once-and-for-all” training towards lifelong learning. Individual study opportunities must be improved at all levels of education, and study methods, teaching material, as well as the required information services need to be developed. New types of “information products” for lifelong learning purposes must be developed.
Advances in information and communication technology have made it necessary for polytechnics and other institutions involved in teacher training programmes to be actively engaged in the use of ICT(Moyo, 2014). This view is further supported by Agboola (2015) who observed that with the proliferation of computer software in the market, consumers continue to rely on the software vendors for knowledge of not only how to operate the new software, but also how to profitably optimize its use. In Organization for Economic Cooperation and Development (OECD) countries, research consensus holds that the most effective uses of ICT are those in which the teacher, aided by ICTs, can challenge students’ understanding and thinking, either through whole class discussions or individual and small group work using ICTs(Archibong & David, 2009). ICTs are seen as important tools to enable and support the move from traditional teacher-centered teaching styles to more learner-centered methods (Anunobi, 2015). Pedagogical practices of teachers using ICT can range from only small enhancements in teaching practices using what are essentially traditional methods, to more fundamental changes in their approach to teaching. ICTs can be used to reinforce existing pedagogical practices as well as to change the way teachers and students interact(Dede, 2016).
Faced with this situation, policy makers in many countries worldwide thought that to simply equip educational and training institutions with Personal computers and train teachers in their use would prepare learners for the demands of the 21stcentury (Gambari, 2016). However, simply providing access to ICT is not going to radically change education systems for the better. A clear picture of what education should be seeking to achieve is the need for ICT to be utilized to their full potential within education systems. In order to make successful use of ICT in enhancing the reach and quality of teaching and learning, policy makers need to be aware of how ICT can be of best value in their country’s education system, and need to develop a supportive policy environment and framework at the national level for the integration of ICT into their education systems(Hong, 2016).
The field of social sciences has been evolving with advancement of technology also. Many theories, statistical software and teaching aids which are IT-based have been developed to aid in the teaching of social science. Technological literacy is required for learning with technologies to be possible, implying a two-step process in which lecturers learn about the technologies before they can actually use them to teach. Teaching social sciences through ICT combines learning about Computers and internet with teaching with them. It involves learning the technological skills ‘just-in-time” or when the learner needs to learn them as he or she engages in a curriculum-related activity. This project provides an insight into the prospects and challenges encountered in the teaching of social sciences with ICT.
1.2 Statement of the Problem
In the information age, social science teachers are continuously confronted with the occurrence of new opportunities and challenges, which are on one side the consequence of the rapid rate of discoveries in the field of social sciences, and on the other side, the result of a remarkable development of information technology. Both simultaneously enable new possibilities and are a source of new ideas that can be effectively implemented in teaching and learning processes in social science education. This competitive global information –based economy puts much pressure on the teachers to produce graduates capable of functioning in the new world economic and societal environment brought about by technological developments. In order to meet up with societal demands, teachers around the world are moving rapidly to incorporate information and communication technologies (ICT) into all aspects of their core business of teaching. Though much can be said to be accomplished, there are also challenges encountered. Due to ICT’s importance in society as well as in the future of education, identifying the possible challenges to integrating these technologies in the teaching of social science would be an important step in improving the quality of teaching and learning.
1.3 Aim and Objectives of the Study
This study aims at providing teachers’ perception in the use of ICT to teach social sciences. The specific objectives of the study are:
- To identify social science teachers’ perceptions in implementing ICT tools in teaching in the classroom.
- To identify that to what extent do teachers use ICT tools in teaching and learning in the classroom.
- To determine the challenges of using ICT tools in teaching among social science teachers.
1.4 Research Questions
This project seeks to answer the following research questions:
- What is the perception of social science teachers in implementing ICT tools in teaching in the classroom
- To what extent do social science teachers use ICT tools in teaching and learning in the classroom?
- What are the challenges of using ICT tools in teaching among social science teachers?
1.4 Justification for the Study
The realization of the benefits of ICT in the social science educational process to a large extent depends on the teachers that play crucial role in any innovation that takes place in the educational system. Acquisition and utilization of ICT in the teaching-learning process poses a great challenge to teachers because it requires them to continuously adapt to the changes brought about by the technological revolution. To this end, it is important that social science teachers need to be aware of, and understand, the innovative potential of the technology that is available for their research and teaching and that they need to develop specific, appropriate and new competences to cope with the technological challenges in their workplace. In order to accomplish this and take advantage of the potential of ICT, it is imperative that teachers are provided with assistance to develop the necessary repertoire of skills required to use the new technologies, whether they be online (using internet technology) or offline (using static computerized technology). This study provides an insight to the extent to which social science teachers use the ICT in teaching and the challenges they face. Future researchers and academic scholars can use the findings of this study as a base on researching on the prospects and challenges in the use of ICT in teaching social sciences.
1.5 Scope and Limitation of the Study
This research study focused on assessing the prospects and challenges in the use of ICT in teaching social science. The study will focus on social science teachers (lecturers) in the Federal Polytechnic, Nasarawa.The study has been limited by the fact that time constraint due to the COVID-19 pandemic, coupled with other academic activities, imposed a severe limitation on the study.
SOLD BY: Enems Project| ATTRIBUTES: Title, Abstract, Chapter 1-5 and Appendices|FORMAT: Microsoft Word| PRICE: N2000| BUY NOW |DELIVERY TIME: Within 24hrs