MAIN SCHOOL TEACHERS' AWARENESS AND THE USE OF DATA AND CONNECTION TECHNOLOGY (ICT) IN INSTRUCTING.
This kind of paper looked into primary school teachers' awareness and the usage of Information and Communication Technology (ICT) in teaching. Three research queries were developed to guide the research. The study was a survey style. The population with the study consisted of 889 main school teachers'. 200 main school teachers' were the sample. Info were collected with the questionnaire and analysed using indicate scores to answer the research questions. The result of the analysis revealed that major school teachers are able to identify the technological tools that could be utilized in teaching but are not aware showing how such methods could be utilized. Based on the findings it had been recommended and others that technical training requires of main school teachers should be identified; The state of hawaii Education Panel or the Ministry of Education should give fund to schools to acquire the needed technological tools for scholar instruction inside the primary colleges.
The use of technology in teaching is becoming an indispensable application in the contemporary world as a powerful means for communication and education (Obidike, Anyikwa and Enemou, 2011). Technology comes of age as being a literacy instruction resource because of which, communication revolution has tremendous effect on literacy education (Karchmer, 2000). In just as much as the use of technology in literacy/language education dates back into history; technology provides significantly changed distinguishly literacy training and education both in theory and practice over the years around the world. In today's digital world, however , technology features contributed to an expanded comprehension of teaching and learning. Besides this, kids of information age group also use technology skills for communicating, investigating, computing, accessing and applying information, thinking critically about messages inherent in press and understanding and evaluating data. As policymakers and educators wonder what to become literate within a digitized world means, the majority of educators today agree that teaching or instruction, at the minimum, should include computing skills, id and use of audio-visuals in the classroom, assistive technology devices of all types, etc . All these tools will be needed in preparing educators for the academic activities in our public educational institutions.
According to Jordan (2009), a large body of research exists upon preparing professors to teach, employ, and combine technology in the classroom. Though this kind of study will not directly relate with the queries posed from this study, evaluations can be made to teacher education. For instance, several of these studies record that educator preparation programs fail to correctly prepare professors for using and developing technology in to classroom instructing (Doering, Hughes and Ryan, 2003; -panel on Educational Technology, 1997; U. T. Congress, 1995) and that novice teachers report high anxiousness in the use of technology in the classroom although they usually use technology outside of the classroom in personal contexts (Laffey and Musser, 1998). This is a related element, as instructors need to consider the many technologies available to them and how they could be used and integrated into everyday teaching of the subjects (McKenzie, 2001). An important reason for reviewing these studies is usually to point out that teachers might or might not be equally hesitant or ill equipped to work with technology to get teaching functions. If integrating technology in everyday instructing is a challenge intended for novice professors, using technology as a instructing tool may well prove to be equally challenging.
Furthermore, progressive educators see a higher role for information and conversation technology in teaching in the; they believe that information and communication technology has the potentials to motivate...
References: Adomi, E. Electronic. & Anie, S. To. (2006). A great Assessment of Computer Literacy Skills of Professionals in Nigerian University Libraries. Library Howdy Tech Reports, 23 (2): 10-14.
Adomi, E. Elizabeth. and Kpangban, E. (2010). Application of ICTs in Nigerian Secondary Universities, Library Beliefs and Practice, retrieved 12-15 April 2012 from http://digitalcommons.unl.edu/cgi/viewcontent.cgi? article=1353 & context=libphilprac.
Agyeman, O. Big t. (2007). ICT for Education in Nigeria. Washington: International Bank to get Reconstruction and Development, retrieved 15 The spring 2012 coming from http:// www.infodev.org/en/Publication.354.html.
Aleyideino, S i9000. C. (1999). Computers and Education in Nigeria. A paper offered at the Nationwide Seminar in Computer Assisted Education. Lagos
Bruce, B. & Peyton, J. E. (1999). Literacy Development in Network-Based Classrooms: Innovation and Realizations. Intercontinental Journal of Educational Technology, 1(2), pp. 64-78.
Collis, B. & Moonen, L. (2001). Adaptable Learning in a Digital Globe: Experiences and Expectations. London, uk: Kogan webpage.
Derbyshire, L. (2003). Gender Issues in the use of Pcs in Education in Africa. Retrieved twenty-five April 2012 from http://imfundo. digitalbrain. com/ imfundo/web/learn/documents/Gender%20Report. pdf file.
Doering, A., Hughes, M. & Huffman, D. (2003). Pre-service Educators: Are All of us Thinking with Technology? Record of Analysis on Technology in Education, 35, pp. 342-361.
Evoh, C. T. (2007). Collaborative Partnerships as well as the Transformation of Secondary Education through ICTs in S. africa, Educational Multimedia International, 44(2), pp 81вЂђ98.
Jordan, T. M. (2009). Using Net Resources to compliment Novice Instructors in Literacy Instruction. Recovered 29 Might, 2012 via http://contentdm. lib. byu. edu/ETD/image/etd3082. pdf
Laffey, J. & Musser, Deb. (1998). Behaviour of pre-service Teachers regarding Using Technology in Educating. Journal of Technology in Teacher Education, (6) 223-241.
Martin, G. & Ofori-Attah, K. M. (2005). Internet Technology Enhanced Classroom. Recovered 29 May possibly, 2012 via http://www2. nesu. edu/nesu/aern/ code.
Means, M. & Olson, K. (1995). Technology is Role in Education Change: Findings from a Nationwide Study of Education Change. Washington, DC:
McKenzie, T. (2001). Head of the Course: How Educators Learn Technology Best. American School Plank Journal, 188(1), 20-23.
Obagah, J. (2002). Networking Problems: The Case of Nigeria. Greater london: New World Press.
Osumah, U. (2003). Internet in Nigeria: A Status Report. Journal of details. 32, (1), pp. 76-94.
Owhotu, V. B. (2006). An Introduction to Information Technology in Education. Lagos: Sibon Books.
Owston, R. D. & Wideman, H. H. (1997). Word Processors and Children is Writing in a High-Computer-Access Environment. Journal of Research on Computing in Education, 30(2), 202-220.