EXTENT OF APPLICATION OF ICT FOR DATA MANAGEMENT OF SECONDARY SCHOOLS

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EXTENT OF APPLICATION OF ICT FOR DATA MANAGEMENT OF SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

The ability to use computers effectively has become an essential part of everyone’s education. Skills such as bookkeeping, clerical and administrative work, stocktaking, and so forth, now constitute a set of computerized practices that form the core IT skills package: spreadsheets, word processors, and databases (Reffell and Whitworth, 2002).

The demand for computer/ICT literacy is increasing in Nigeria, because employees realize that computers and other ICT facilities can enhance efficiency. On the other hand, employees have also realized that computers can be a threat to their jobs, and the only way to enhance job security is to become computer literate. With the high demand for computer literacy, the teaching and learning these skills is a concern among professionals (Oduroye, n.d.). This is also true of other ICT components.

New instructional techniques that use ICTs provide a different modality of instruments. For the student, ICT use allows for increased individualization of learning. In schools where new technologies are used, students have access to tools that adjust to their attention span and provide valuable and immediate feedback for literacy enhancement, which is currently not fully implemented in the Nigerian school system (Emuku and Emuku, 1999 & 2000).

ICT application and use will prove beneficial in improving Nigeria’s educational system and giving students a better education. A technologically-advanced workforce will lead to ICT growth in Nigeria, with the potential to improve military technology and telecommunications, media communications, and skilled ICT professionals who will be well-equipped to solve IT problems in Nigeria and other parts of the world (Goshit, 2006).

ICT Application in Nigerian Secondary Schools.

There are developments in the Nigerian education sector which indicate some level of ICT application in the secondary schools. The Federal Government of Nigeria, in the National Policy on Education (Federal Republic of Nigeria, 2004), recognizes the prominent role of ICTs in the modern world, and has integrated ICTs into education in Nigeria. To actualize this goal, the document states that government will provide basic infrastructure and training at the primary school. At the junior secondary school, computer education has been made a pre-vocational elective, and is a vocational elective at the senior secondary school. It is also the intention of government to provide necessary infrastructure and training for the integration of ICTs in the secondary school system.

It should be noted that 2004 was not the first attempt the Nigerian government made to introduce computer education in schools. In 1988, the Nigerian government enacted a policy on computer education. The plan was to establish pilot schools and diffuse computer education innovation first to all secondary schools, and then to primary schools. Unfortunately, the project did not really take off beyond the distribution and installation of personal computers (Okebukola, 1997; cited by Aduwa-Ogiegbaen and Iyamu, 2005).

Okebukola (1997), cited by Aduwa-Ogiegbaen and Iyamu (2005), concludes that the computer is not part of classroom technology in more than 90 percent of Nigerian public schools. This implies that the chalkboard and textbook continue to dominate classroom activities in most Nigerian secondary schools.

The Federal Ministry of Education has launched an ICT-driven project know as School Net (www.snng.org) (Federal Republic of Nigeria, 2006; Adomi 2005; Okebukola, 2004), which was intended to equip all schools in Nigeria with computers and communications technologies. In June 2003, at the African Summit of the World Economic Forum held in Durban, South Africa, the New Partnership for African Development (NEPAD) launched the e-Schools Initiative, intended to equip all African high schools with ICT equipment including computers, radio and television sets, phones and fax machines, communication equipment, scanners, digital cameras, and copiers, among other things. It is also meant to connect African students to the Internet. The NEPAD capacity-building initiative will be executed over a ten-year period, with the high school component being completed in the first five years. Three phases are envisaged, with fifteen to twenty countries in each phase. The phases are to be staggered, and an estimated 600,100 schools are expected to benefit. The aim of the initiative is to impart ICT skills to young Africans in primary and secondary schools, and to harness ICT to improve, enrich, and expand education in African countries (Aginam, 2006).

The Nigerian Federal Government has commissioned a mobile Internet unit (MIU) operated by the Nigerian National Information Technology Development Agency (NITDA). The MIU is a locally-made bus that has been converted into a mobile training and cyber centre. Its interior has ten workstations, all networked and connected to the Internet. The MIU is also equipped with printers, photocopiers, and a number of multimedia facilities. Internet is provided via VSAT with a 1.2m dish mounted on the roof of the bus. It is also equipped with a small electric generator to ensure regular power supply. The MIU takes the Internet to places areas and various primary and high schools (Ajayi, 2003). The number of buses is so small, however, that most rural areas and schools have not yet been covered.

Although efforts have been made to ensure that ICTs are available and used in Nigerian secondary schools, the level of uptake is still low. It has been observed by Goshit (2006) that most schools, both private and government, do not offer ICT training programmes.

Okwudishu (2005) discovered that the unavailability of some ICT components in schools hampers teachers’ use of ICTs. Lack of adequate search skills and of access points in the schools were reported as factors inhibiting the use of the Internet by secondary school teachers (Kaku, 2005). The absence of ICT equipment in most Nigerian secondary schools leads students to resort to cybercafés for Internet access. Most cybercafé clients in Nigeria are students (Adomi, Okiy and Ruteyan, 2003; Adomi, Forthcoming a).

The low rate of ICT adoption and application in Nigerian secondary schools is attributable to several factors. The factors can be seen in been made to provide facilities and trained personnel. Thus, most schools do not yet offer ICT training programmes (Goshit, 2006). The NEPAD e-Schools Project is expected to take care of an estimated 600,000 African schools. This means that not all schools will benefit from this initiative. Most countries participating in the NEPAD e-Schools Project have an ICT development policy or are creating one, but very few have clear implementation plans (Aginam, 2006). Evoh (2007) observes that despite the recognized role of ICTs in improving education, ICTs remain a low financial priority in most educational systems in Africa. He further observes that most countries in the region lack resources for a sustainable integration of ICTs in education, and that African countries face numerous competing development priorities. These range from budgetary constraints, management challenges, and shortage of teachers and other educational resources, to the dreadful impacts of HIV/AIDS on education. These are issues that vie for the attention of local policy makers. While all countries in the region acknowledge the strategic role of ICTs in development, only a few have established a comprehensive policy. When such policies exist, they tend to remain unclear and make little reference to implementation (James, 2001, cited by Evoh, 2007).

1.2 Statement of the problem

A cursory look at the secondary schools in Nigeria has shown that many teachers in the system still rely much on the traditional “chalk and talk” method of teaching rather than embracing the use of ICT. According to Okebukola (1997), computer is not part of classroom technology in over 90% of public schools in Nigeria, thus the chalkboard and textbooks continue to dominate classroom activities. This is an indication that the students are still lagging behind in the trend of changes in the world. This presupposes that there is the tendency for the teachers and students to be denied the opportunities which ICT offers in the teaching-learning activities. There is the need to replace the traditional pedagogical practices that still underpin the educational system is the country, hence the need for the application of ICT in Nigerian Secondary Schools.

The various ICT facilities used in the teaching learning process in schools according to Babajide and Bolaji (2003), Bryers (2004), Bandele (2006) and Ofodu (2007) include; radio, television, computers, overhead projecttors, optical fibres, fax machines, CD-Rom, Internet, electronic notice board, slides, digital multimedia, video/ VCD machine and so on. It appears some of the facilities are not sufficiently provided for teaching – learning process in the secondary schools. This might account for why teachers are not making use of them in their teaching. According to Ajayi (2008), the use of these facilities, involves various method which include systematized feedback system computer-based operation/network, video conferencing and audio conferencing, internet/ worldwide websites and computer assisted instruction. It must however be stressed that the effective use of the various method of the ICT in teaching leaning depends on the availability of these facilities and teachers’ competence in using them. Observation has shown that there are no functional internet facilities in most of the secondary schools. This appears to hinder the extent of teachers’ exposure to the use of ICT in teaching. Teachers as well as students appear not to be knowledgeable in the use of ICT because there appears not to be any official training for both the teachers and the students in the schools.

It has also been observed that most secondary schools in Imo and Enugu states lack computer literate teachers; irregular power supply appears to thrive in the schools. Moreover it seems the schools could not purchase computers for use because of inadequate fund. Besides, the non-inclusion of the ICT programmes in teachers’ training curriculum seems to be another major challenge facing the adoption of ICT in secondary schools.

Various studies have shown the multifaceted problems militating against the effective use of ICT in the teaching learning process in schools. These include: irregular power supply (Yusuf, 2005; Ofodu, 2007); inadequate

1.3 Purpose of the study

The purpose of this study is to examine the level of availability and the capacity of using the ICT facilities in secondary schools. The paper also investigated the perceived benefits of using ICT for teaching and the perceived problems of using ICT in the secondary schools.

1.4 Research questions

The following research questions were raised to guide this study:

To what extent are the ICT facilities available for teaching in secondary schools in Nigeria?
To what extent are teachers and students in secondary schools exposed to ICT facilities?
What are the perceived benefits of ICT in secondary schools?
What are the challenges facing the adoption of ICT in secondary schools in Nigeria?

v. What are the significance of ict in data management in secondary schools

1.5 Research Hypothesis

H0: There is no significant relationship between ict use for data management and productivity in secondary schools

H1: There is no significant relationship between ict use for data management and productivity in secondary schools

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