THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN TEACHING AND LEARNING OF ENGLISH LANGUAGE (A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN OGBARU LGA, ANAMBRA STATE)

Abstract

The study investigates the use of Information and Communication Technology (ICT) in teaching and learning of English Language in Anambra secondary schools. Information communication technology (ICT) has no doubt changed the face of teaching and learning globally. The study observed that, though Anambra is also making efforts to join the ICT fray, these efforts appear to be ineffective. Anambra still experience a lag in its implementation due to general neglect and other factors, comprising corruption etc, and this continues to be the major challenge facing access to ICT-driven instructional aids facilities in most Anambra secondary schools. The study concludes that despite the roles ICT can play in English Language, Anambra schools are yet to extensively adopt them for teaching and learning. Efforts geared towards integration of ICT into the school system have not had much impact. Problems such as lack of Teachers’ Professional knowledge and technical know-how and poor information infrastructure militate against these efforts. The study recommends that efforts should be made by government to post and provide English language teachers skilled in ICTs to each school in Anambra State as to impact ICT skills to the students.

CHAPTER ONE

1.0 Introduction

1.1 Background of the study

Information communication technologies (ICTs) are information handling tools that are used to produce, store, and process, distribute and exchange information. These different tools are now able to work together, and combine to form networked world-which reaches into every nook and cranny of the globe (UNDP Evaluation Office, 2001). It is an increasingly powerful tool for participating in global markets, promoting political accountability; improving the delivery of basic services; and enhancing local development opportunities (UNDP, 2006). According to Ogunsola (2005) ICT “is an electronic based system of information transmission, reception, processing and retrieval, which has drastically changed the way we think, the way we live and the environment in which we live”. It can be used to access global knowledge and communication with other people (Ogunsola, 2005). Students who use ICTs gain deeper understanding of complex topics and concepts and are more likely to recall information and use it to solve problems outside the classroom (Apple Computer, 2002).

In addition, through ICT, students extend and deepen their knowledge, investigation, and inquiry according to their needs and interest when access to information is available on multiple levels (CEO Forum on Education and Technology, 2001). Information communication technology (ICT) has no doubt changed the face of teaching and learning of English language globally. And serious nations are taking the advantages inherent in ICT to impact on the educational sector. Though Nigeria is also making efforts to join the ICT fray, these efforts appear to be ineffective. Computer laboratories are largely non-existent in many public schools across the country. And where they exist, they are nothing to cheer. Due to this general neglect and other factors, comprising corruption, outdated curriculum, ill-motivated English language teachers, materialism and academic laziness on the part of Students and Teachers, the nation has been reaping mass failure in public examinations. Arising from this, stakeholders are calling on government to provide basic facilities including ICT-driven teaching aids for the nation’s educational system (The Punch Newspaper 2012).

Therefore, the use of ICT in Nigeria and any other developing society especially in Anambra Secondary Schools can’t be overemphasized. It is very pertinent if one can note that technological advancement has shown lights to the dark paths of students all over the globe.

As part of the IT curriculum, English language learners are encouraged to regard computer as tools to be used in all aspect of their studies. In particular, they need to make use of the multimedia technologies to communicate ideas, describe projects and order information in their academic work.

It also has been shown that if some secondary schools in Ogbaru like the ones selected; Victory comprehensive secondary school Atani, Community Secondary School, Atani and Ogbaru High school, Ogbakuba advance by using ICT tools, English language development will be enhanced in the schools and student’s academic output, performance and societal impact will be on the increment. Therefore, it is important to state that government at all levels needs to do a lot in the area of ICT development on our educational sectors.

Robinson (1991:100) stated that information technology (ICT) can be used to serve three main purposes which are:

1. To deliver all or part of the learning content to learner
2. To supplement and extend content provided in a different form
3. To provide a 2 way channel of communicaton for exchange between tutors and students with their peers for feedback, debates, support and for solving learning problems.
   • Statement of the Problems

Obviously, there is a rapid increase in the implementation of ICT tools in so many sectors of the nation and globe. This rapid increase of computer (ICT) usage points to the needs of improving the literacy of students especially in their secondary school education level. Problems and challenges faced by teaching and learning of English language in secondary schools without the help of the tools of ICT are therefore numerous.

Prior to the present century where the advance of Information communication Technology has taking the lead in reducing the stress of human beings especially students, people suffer in educational researches and productivity. Meanwhile, one could have just logged into an information search website (www.google.com) to update him or herself with whatsoever research information he or she seeks if one is ICT equipped. Our students are faced with High stress and cost of Information search and retrieval in the offline library system (OLS) where no computer exists. Consequently, the time it will take a secondary school researcher to conduct his or her research in the offline mode tends to a period of 1 to 2 years.

Furthermore, the processing of student’s results manually has been the major challenge faced by English language teachers of our secondary schools which cumulate to poor students’ result management.

Lots of files are also being misplaced through the manual record system used in our secondary schools instead of the Database Management System (DBMS) which has the ability to store and retrieve data in an automated form with access authentication and low redundancy functionality. These summed up to the reason why the researcher embarked on this research work “The Use of Information and Communication Technology (ICT) in Teaching and Learning of English Language in Selected Secondary Schools” in order to expose and justify the use of ICT in teaching and learning of English language in Anambra state’s secondary schools and procure viable recommendations to evoke the responses of the three tiers of government to equip our secondary schools with ICT-Driven education technological tools such as; E-Library, Computer Laboratory, Online Research Center, Projectors etc.

1.3 Purpose of the Study

The purpose of the study is to verify or find out:

1. The extent to which computer is needed in teaching and learning of English language
2. The extent to which computer enhances the quality of English language teaching and learning
3. The usefulness of computer in school administration
4. The problems associated with the use of computer by secondary school students
5. The negative effect of computer usage in instruction and learning
6. The academic impact of computer on secondary school students

1.4 Significance of Study

This research “The Use of Information and Communication Technology (ICT) in Teaching and Learning of English Language” is quite significant in that there is need to improve the quality of teaching and learning of English language in schools within Anambra State using Ogbaru Local Government Area as a reference point. Therefore, the significance of this study can be channeled thus;

To Teachers

The use of various ICT-based software and Computer Based tutoring programs can aid the English language teachers in teaching the students and also aid them in student’s assessment and testing.

To Parents

The joy of every parent is to see the child perform wonderfully well both in school and at home. Since ICT tool can positively aid students’ English language learning outcome, it will foster the happiness and wellbeing of the parents at home. This study can also influence the ICT literacy level of parents at home since they would want to procure ICT tools for the student’s practice at home thereby having computers installed and used at home.

To students

ICT knowledge and computer education will help the child to be literate otherwise informed and belong to this present innovative and ICT-driven society. It will also help him to be equipped for the future challenges envisaged in the digitized future century. Hence, the child will be able to fit in appropriately into our highly, dynamic and enthusiastic modern world. It will also help the teachers to develop online libraries through which useful educational books and materials can be accessed using the internet. The English language students will also be exposed to the uses of computer for information search and retrieval using the e-library or the internet (Cyber Cafe) which will foster their level of information literacy.

To school Administration

ICT is presently useful in administrative settings. Since the computer was designed to make our Job easier and lighter, its use and efficacy in administrative job execution is numerous ranging from teacher’s salary schedule computation to result computing system which drastically reduces the sufferings of the teachers and administrators.

To curriculum planners

ICT is presently a useful tool in promoting and enhancing qualitative curriculum planning. ICT tools are being used to determine the best input for the students so as to aid a reasonable learning outcome which will enhance the realization of the purpose and goal of English language programs.

1.5 Scope of Research

This research work “The Use of Information and Communication Technology (ICT) in Teaching and Learning of English Language” is limited to the three selected secondary schools which are Victory comprehensive secondary school Atani, Community Secondary school Atani and Ogbaru High school Ogbakuba all in Ogbaru LGA of Anambra State. The schools were covered with a particular reference to problems confronting ICT implementation in English language classes and its suggested solutions, administration of schools, their educational planning and implementation.

1.6 Research Questions

1. To what extent is computer needed in teaching and learning of English language?
2. To what extent does computer enhance the quality of English language teaching and learning?
3. What is the usefulness of computer in school administration?
4. What are the problems associated with the use of computer by secondary school students?
5. What are the negative effect of computer usage in instruction and learning?
6. What are the academic impacts of computer on secondary school students?

1.7 HYPOTHESIS

H1: The use of ICT in teaching and learning of English language will bring about positive change in secondary schools in Anambra State.

H0: The use of ICT in teaching and learning of English language will bring no change and positive influence to secondary schools in Anambra State.

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