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RAUFU RAHEENAT OLAWUMI

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Download the complete education project topic and material (chapter 1-5) titled IMPACTS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ON THE TEACHING OF GEOGRAPHY IN TERTIARY INSTITUTIONS here on PROJECTS.ng. See below for the abstract, table of contents, list of figures, list of tables, list of appendices, list of abbreviations and chapter one. Click the DOWNLOAD NOW button to get the complete project work instantly.

 

PROJECT TOPIC AND MATERIAL ON IMPACTS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ON THE TEACHING OF GEOGRAPHY IN TERTIARY INSTITUTIONS

The Project File Details

  • Name: IMPACTS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ON THE TEACHING OF GEOGRAPHY IN TERTIARY INSTITUTIONS
  • Type: PDF and MS Word (DOC)
  • Size: [59 KB]
  • Length: [52] Pages

 

ABSTRACT

This study examined the impacts of information communication technology (ICT) on the teaching of geography in tertiary institution. Two schools were used for the study. One hundred and twenty questionnaires were prepared and administered to collect necessary data. Research questions were stated in simple percentage to analyze and present to collect data. The result revealed that most students interviewed clearly understand what information and communication technology (ICT) is all about and that its impacts could enhance teaching and learning. It is recommended that the government should adopt the implementation of information and communication technology (ICT) in our tertiary institutions with the training of teachers for effective uses during the teaching and learning of geography.

 

CHAPTER ONE

1.1     INTRODUCTION

According to Daniels (2002) ICTs have become within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. However, there appears to be a misconception that ICTs generally refers to computers and computing related activities. This is fortunately not the case, although computers and their application play a significant role in modern information management, other technologies and system also comprise of the phenomenon that is commonly regarded as ICTs. Pelgrum and Law (2003) stated that near the end of the 1980s, the term computers’ was replaced by ‘IT’ (Information Technology) ssignifying a shift of focus from computing technology to the capacity to store and retrieve information. This was followed by the introduction of the term ‘ICT’ (Information and Communication Technology) around 1992, when e.mail started to become available to the general public of (pelgrum W. J. Law, N. 2003). According to a United Nations Report (1999) ICTs cover internet services, provision, telecommunications equipment and servies, information technology equipment and servies media and broadcasting, libraries and documentation centers, commercial information providers, network-based information services, and other related information and communication activities. According to UNESCO (2002) information and communication technology (ICT) may be regarded as the combination of ‘informatics technology with other related technology, specifically communication technology. The various kinds of ICT products available and having relevance to education, such as teleconferencing email, audio conferencing, television lessons, radio, broadcasts, interactive radio counseling, interactive voice response system, audio cassettes and CD ROMs etc have been used in education for different purposes (Sharma, 2003, Sanyal, 2001 Bhattacharya and Sharma, 2007).

The field of education has been affected by ICTs, which have undoubledly affected teaching, learning and research (Yusuf, 2005). Agreat deal of research has proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students. To help relate school experience to work practices create economic viability for  tomorrow’s workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999, Lemke and Coughling 1998, Ccited by Yusuf 2005). As Jhurree (2005) sates, much has been said and reported about the impact of technology, especially computers, in education. Initially computers is used to teach computer programming but the development of the microprocessor in the early 1970s saw the introduction of affordable micro computers into schools at a rapid rate. Computers and applications of technology became more pervasive in society which led to a concern about the need for computing skill in everyday life.

HeppHinostroza, laval and Rehbein (2004). Claim in their paper. Technology in schools. Education, ICT and the knowledge society” that ICTs have been utilized in education ever since their inception, but they have not always been massively present. Although at that time computers have not been fully integrated in the learning of traditional subject matter, the commonly accepted rhetoric that education systems would need to prepare citizens for life long learning in an information society boosted interest in ICTs (pelgrum, W.J. Law, N. 2003).

In the 1990s it was the decade of computer communications and information access, particularly with the popularity and accessibility of internet based services such as electronic mail and the world wide web (WWW). At the same time the CD-ROM became the standard for distributing packaged software replacing the floppy disk. As a result educators became more focused on the use of the technology to improve student learning as a rationale for investment. Any discussion about the use of computer systems technology. When the potential use of the link between schools, it first mooted, the predominant conception was that students would be taught by computers (Mevarech and Light 1992). In a sense it was considered that computer would take over the teacher’s job in much the same way as a robot computer may take over a welder’s job. Collins (1989) refers to this as “a rather grim image” where a small child sits alone with a computer”. However, the use of information and communication technologies in the educative process has been divided into two broad categories. ICTs for education and ICTs for education refer to the development of information and communications technology specifically for teaching’ learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process.

1.2     STATEMENT OF THE PROBLEM

The performances of student in Geography in the recent times have reduced. The reason for this varies from one observer to the other. Many people have shifted the blame on teachers, that go teaching strategies have not been used. Other have accused the students o non-challant attitudes to learning. Some have concluded that the home of the student be held responsible while many people believe it is the fault of the school.

It is this conflicting perception that motivated the researcher to assess the impact of information and communication technology (I.C.T) on student offering Geography as a discipline.

As Nigeria is striving hard to play a leadership role in Africa, particularly in the period of pragmatic and competitive science and technology there is an urgent need to pay more prominent attention to the improvement of teaching and learning particularly in Nigerian tertiary institutions.   This entails the adoption of information, communication technology (ICT) in the institution. The ICT is an invaluable intervention of this modern time. Its inherent attributes such as accuracy, high speed performance, reliability and capability to.

1.3     AIMS OF THE STUDY

The main aims of this research work is to examine the impacts of information and communication technology on the teaching and learning of geography in Nigeria tertiary institutions. It also recommends the government should adopt the implementation of information and communication technology ICT in tertiary institution.

1.4     RESEARCH QUESTIONS

The following specific research question would be addressed in the study

  1. Does the knowledge of information and communication technology (ICT) and academic understanding?
  2. Do samples institutions have well equipped information and communication technology (ICT) facilities in their institutions?
  3. Are there any negative impact of information and communication technology (I.C.T) on students?
  4. What step can be taken to improve the use of information and communication technology (ICT) in schools?
  5. The usage of information and communication technology (ICT) in teaching and learning process more appropriate than learning through the class teaching alone?

1.5     SIGNIFICANCE OF THE STUDY

Geography lecturers in tertiary institution would make use of the findings of this study to redirect and re-strategize their store very large amount of data have made it possible for its applicability to all human endeavours including teaching, learning and research in educational institutions. This study is specifically set out to critically appraise the role of information communication technology as a change agent for higher education in Nigeria. It also examines the implication and challenges of (ICT) on the development of higher education in Nigeria.

1.6     PURPOSE OF THE STUDY

  • To examine what internet on the teaching-learning process.
  • To investigate some aspects of information and communication technology I.C.T. and how they affect or influence geography.
  • To examine the effect of lack of information and communication technology equipment I.C.T. in some institutions.
  • To investigate the positive impact of information and communication technology and how it aid academic performance of the students.
  • To examine the negative impact of information and communication technology I.C.T on the students.
  • To elucidate the step to be taken to improve the use of information and communication technology I.C.T.
  • Differentiate between the use of information and communication technology I.C.T in the teaching and learning process compare to class, teaching alone teaching strategies on how information and communication technology I.C.T. can foster smooth learning in institutions.
  • It would also encourage other students to pay more attention when different education equipment are being used. It would help the teacher to modify their technique of teaching.
  • It will also help students to improve on their examination performances in geography and their practical aspects of life.

Moreover,   the geography and curriculum planner could also used the finding of the study to lay more emphasis on how information and communication I.C.T. would be incorporated as a topic at all levels.

1.7     SCOPE OF THE STUDY

The study investigates the effects of information communication technology I.C.T. on the teaching and learning of geography in tertiary institutions.

The research is therefore limited to students of geography of Ekiti State University, Emmanuel Alayande College of Education, Oyo.

1.8     DEFINITION OF TERMS

Information:- It is the ability to find factors of detail about particular something or somebody.

Communication:- Process of expressing ideas and felling or exchange of ides between persons.

Technology practical application of scientific knowledge to carry out a task.

Attitude:- The way that you think and about something. The way that one reacts towards somebody or something which depicts inner feeling.

Dissemination:- Disclosure of knowledge by and appropriate means.

ComputerTechnology:- This refers to designing constructing and programming the computers.

LearningProcess:- Learning also may involve a change in attitude or behaviour.

InstructionalResources:- These are resources used by teacher everyday to help student’s acquire knowledge.

InformationLiteracy:- This is the set of skills needed to find, retrieve, analyze and use information.

 

 

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