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ASSESSMENT OF TEACHERS’ ATTITUDE TOWARDS APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING SECONDARY SCHOOL STUDENTS IN ABUJA
Abstract:
This study assesses the attitude of teachers towards the application of Information and Communication Technology (ICT) in teaching secondary school students in Abuja. The integration of ICT in education is pivotal for enhancing learning experiences and preparing students for the digital era. Through surveys and interviews, the research explores teachers’ perceptions, challenges, and willingness to adopt ICT tools. The findings aim to provide insights into the current state of ICT integration in secondary education and offer recommendations for improving teachers’ attitudes and proficiency in leveraging technology for effective teaching.
Keywords:
Information and Communication Technology (ICT), Secondary Education, Teacher Attitude, Educational Technology, Digital Learning, ICT Integration.
Chapter One:
Introduction
- Background of the Study
It is generally acknowledged that a highly motivated teacher with the right attitude would always strive for excellence in his teaching process. Globally, teachers are very significant in nation building and they play vital roles in nurturing the characters of the young members of the society for sustainable and all round development of the individuals for functional living in the society. Thus, adequate attention needs to be given to the training of teachers, and their training for professional growth must be of utmost importance to the government, policy makers, school administrators and parents. Apart from students’ individual factors such as their dispositions towards time management, cognitive task accomplishment level and perceptions of intrinsic and extrinsic motivation such as striving for excellence and monetary rewards respectively (Etodike et al. 2020), professional development of teachers not only motivates but assists teachers to keep up to date with new and effective practices in teaching and learning. Given the need for holistic professional development, it is important to align teaching techniques along the evolving information communication technology (ICT) trends to improve the quality of instructional delivery.
Despite this need, many schools are not yet proactive in adopting ICT trends in instruction delivery. The conventional teaching technique often conflicts with the new instructional strategies introduced in any education developmental programme that requires teachers to use cooperative learning, deploy solving activities and of late, to use the Information and Communication Technology (ICT) in teaching. Most importantly, the use of ICT in the classroom signals a shift from the conventional position of power held by the teacher to a more collaborative approach to learning.
Information and communication technology has become a key tool and had a revolutionary impact on how we see the world and how we live. Information and communication technology is a term that means different things to different people. Asabera and Enguah (2012) define ICTs as the tools, facilities, processes and equipment that offer the required environment with the physical infrastructure and services for the generation, transmission, processing, storing and sharing of information in all forms including texts, voice, data, graphic and videos. Ntongieh (2016) sees ICT as any product which will store, retrieve, manipulate, transmit or receive information electronically in a digital form.
In the views of Yunus, Nordin, Salehi, Sun and Embi (2013), ICT is the digital tools and resources which are engaged to communicate, create, circulate and handle information in every aspect of human endeavour. The authors posited that ICT is simply about sharing and having access to data with ease, and it is regarded as the super high way through which information is transmitted and shared by people all over the world. Akpabio and Ogiriki (2017) refer to ICT as the digital handling
and utilization of information by the use of electronic computers. From these definitions, ICT could therefore be defined as processing and sharing of information using all kinds of electronic devices, an umbrella that includes all technologies for the manipulation and communication of information.
Given the utility of ICT in enhancing teaching and learning, its benefits has not been entirely harnessed. The research findings of Stallard (2006); Ikwuka, Obumneke-Okeke, Okeke and Adigwe (2017) suggested that the main problem of teachers in implementing ICT appropriately and effectively is attitudinal although provision of infrastructure in schools are badly affected by public sector corruption in Nigeria (Ezeh & Etodike, 2017). This is because teachers do not even take cognizance of the roles and benefits of ICT facilities in enhancing teaching and learning. The authors opined that teachers with positive attitude towards the use of ICT in education behave differently than colleagues with less positive attitude. They further found that majority of teachers are afraid of the computer, unaware of the resources available and unwilling to expand the extra effort in planning to use it in a presentation or make arrangements for the set-up and operation of the necessary equipment.
The information age is moving and rapidly progressing, therefore, teachers will have to prepare and equip themselves with the relevant knowledge and skills in the information technology related areas. Most teachers today have access to the computer and are beginning to recognize it as a useful tool in the teaching and learning process. Teachers can now interact with their friends (chatting), communicate with international teachers, do class teaching, give assignments, prepare for examinations, update their knowledge through research, and read the latest news with the help of ICTs. To support this, Ibe-Bassey (2011) posited that teachers as managers and facilitators of a given instructional system hold the key to whether ICT is appropriately and effectively implemented.
Research findings by Ikwuka et al (2017) showed that the use of ICTs help in enhancing the quality of education by making teaching and learning active. From the interpretations of Erdogan (2011) and Baida, Meneses, and Sigales (2013), teachers’ attitudes are fundamentals to successful implementation of ICT in schools even in the classroom.
Attitude refers to one’s perception and inclined behaviour regarding an experience whether favourable or unfavourable (Zhang & Aikman, 2007). In the views of Beri and Sharma (2019), attitude is an inclination to respond positively or negatively towards a certain idea, object or situation. In psychology, attitude is a set of emotions, beliefs and behaviours towards a particular object, person, thing or event. Semerci and Aydin (2018) define attitude as an element that guides the behaviour of an individual in coherence with their feelings and thoughts. From the views of these authors, attitude is the state of mind of an individual at any given time and situation. While in the context of this study, attitude is the behavioural and psychological disposition of a teacher towards utilization of ICT in teaching and learning process in an educational setting.
Teachers’ attitude to the use of ICT in teaching and learning process can be a determinant factor to their level of enthusiasm to the use of ICT tools. In the views of Albirini (2006); Alzaidiyeen, Mei and Fook (2010), a teacher who possesses positive attitudes towards ICT tools is more motivated to integrate it into his or her teaching practices and as well come up with a prodigious outcome. Therefore, the presence of motivated teachers having positive attitude towards the outcomes of computer use results in a higher rate of usage. This shows that teachers’ attitude towards the use of ICT is persuaded by the combination of different factors. These factors according to Mustafina (2016) are the combination of ICT knowledge, self-confidence, age, gender and teachers’ experience among others. The most prominent among these factors are age, gender and teachers’ experience.
Teachers’ age, gender and teaching experience are some of the factors that affect ICT integration into instructional process. These factors have been examined by some studies and found different results (Ikwuka & Samuel, 2017; Teo, Luan & Sing 2008; Egbert, Paulus & Nakamichi, 2002). In their studies, two conflicting results are reported about the impact of teacher’s gender on ICT integration. Paulus and Nakamichi (2002) found that teacher’s gender affects integration of ICT for quality instructional delivery but Teo et al (2008) found that teacher’s gender had no effect, while Ikwuka & Samuel (2017) found that gender had significant effect in favour of males. ICT compliance and infrastructural development should be incorporated into teacher education in order to improve its standard and enhance quality instructional delivery.
Information and Communication Technology (ICT) has revolutionized various sectors globally, and education is no exception. The integration of ICT in teaching and learning processes has become a pivotal component of contemporary educational practices. In secondary schools, particularly, the use of ICT tools and resources can enhance the teaching-learning process, making it more interactive, engaging, and effective. In Abuja, the capital city of Nigeria, the adoption of ICT in education has been influenced by various factors including government policies, infrastructural development, and the attitudes of teachers.
Teachers’ attitudes towards ICT play a critical role in the successful integration of technology in the classroom. Positive attitudes can lead to enthusiastic adoption and innovative use of ICT, whereas negative attitudes may hinder its effective implementation. Understanding these attitudes is essential for developing strategies to promote ICT usage among teachers, thereby enhancing the quality of education provided to students.
The 21st century has witnessed an unprecedented growth in Information and Communication Technology (ICT), which has significantly transformed various sectors, including education. ICT encompasses a range of tools and resources such as computers, the internet, broadcasting technologies (radio and television), and telephony that facilitate communication and the processing and transmission of information. In the educational sector, the integration of ICT has the potential to revolutionize teaching and learning processes, making them more dynamic, interactive, and accessible.
In secondary education, the role of ICT is particularly crucial as it prepares students for higher education and the demands of the modern workforce. ICT can enhance teaching methodologies, provide access to vast educational resources, and support personalized learning experiences. However, the successful implementation of ICT in education largely depends on the attitudes and readiness of teachers who are the primary agents of change in the classroom.
In Abuja, the capital city of Nigeria, the government has recognized the importance of ICT in education and has made concerted efforts to equip schools with necessary technological resources. Despite these efforts, the extent to which ICT is utilized in teaching varies significantly across secondary schools. This variability often stems from differences in teachers’ attitudes towards ICT, which can be influenced by various factors such as their level of ICT competence, access to resources, and professional development opportunities.
Understanding teachers’ attitudes towards ICT is essential for addressing the challenges of its integration and for designing effective interventions that can promote its usage in teaching. Positive attitudes towards ICT are associated with greater willingness to incorporate technology into teaching practices, while negative attitudes can act as barriers to its effective adoption. Therefore, assessing teachers’ attitudes towards ICT is a critical step in enhancing the quality of education in secondary schools.
This study aims to evaluate the attitudes of secondary school teachers in Abuja towards the application of ICT in their teaching practices. By identifying the factors that influence these attitudes and the extent of ICT usage, the study seeks to provide insights that can inform policies and strategies to foster a more conducive environment for ICT integration in education. Through this assessment, the study will contribute to the broader goal of leveraging ICT to improve educational outcomes and better prepare students for the challenges of the digital age.
1.2 Statement of the Problem
Despite the recognized benefits of ICT in education, its adoption and application in teaching among secondary school teachers in Abuja have been inconsistent. Several schools have access to ICT facilities, but these resources are often underutilized. The problem lies in understanding why teachers are not fully embracing ICT in their teaching methods. Is it due to a lack of skills, inadequate training, limited access to resources, or simply a matter of attitude? This study aims to assess the attitudes of secondary school teachers in Abuja towards the application of ICT in their teaching practices.
1.3 Purpose of the Study
The main purpose of this study is to assess the attitudes of secondary school teachers in Abuja towards the application of ICT in teaching. The specific objectives are:
To determine the level of ICT competence among secondary school teachers in Abuja.
To examine the extent to which secondary school teachers in Abuja use ICT in their teaching practices.
To identify the factors influencing teachers’ attitudes towards ICT in teaching.
To suggest possible strategies to improve teachers’ attitudes and enhance the integration of ICT in teaching.
1.4 Research Questions
To achieve the objectives of this study, the following research questions have been formulated:
What is the level of ICT competence among secondary school teachers in Abuja?
To what extent do secondary school teachers in Abuja use ICT in their teaching practices?
What are the factors influencing secondary school teachers’ attitudes towards ICT in teaching?
What strategies can be suggested to improve teachers’ attitudes towards ICT and enhance its integration in teaching?
1.5 Research Hypotheses
The study will test the following hypotheses:
There is no significant relationship between teachers’ level of ICT competence and their use of ICT in teaching.
There is no significant relationship between teachers’ attitudes towards ICT and their demographic characteristics such as age, gender, and years of teaching experience.
There are no significant barriers hindering the effective use of ICT in teaching among secondary school teachers in Abuja.
1.6 Significance of the Study
This study is significant for several reasons:
Educational Policy Makers: The findings will provide insights for educational policymakers to design and implement effective ICT policies and training programs.
School Administrators: It will help school administrators understand the challenges and support needed to encourage ICT integration in teaching.
Teachers: The study will highlight the importance of positive attitudes towards ICT and how it can enhance their teaching practices.
Researchers: It will contribute to the existing body of knowledge on ICT in education and serve as a reference for future research.
1.7 Scope of the Study
This study will focus on secondary school teachers in Abuja, Nigeria. It will cover a representative sample of public and private secondary schools across the six area councils in the Federal Capital Territory (FCT). The study will assess teachers’ attitudes towards ICT, their level of ICT competence, and the extent of ICT usage in teaching.
1.8 Definition of Terms
Information and Communication Technology (ICT): Refers to technologies that provide access to information through telecommunications. It includes the internet, wireless networks, cell phones, and other communication mediums.
Attitude: A settled way of thinking or feeling about something, typically reflected in a person’s behavior.
Secondary School: An educational institution where students receive secondary education, typically including middle and high school levels.
ICT Competence: The ability and skills to effectively use ICT tools and resources.
Integration: The process of incorporating or combining different elements into a whole, in this context, the incorporation of ICT into teaching and learning processes.
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