CHAPTER ONE
INTRODUCTION
Background to the study
High quality education system is the backbone of the country. Although slow and steady but there has been a continuous change in the education system. From traditional class room system to smart class rooms. From rote learning methods to problem solving approach. The Nigeria education system has been slowly and steadily improvising the quality of education. There has been a shift from traditional modes of teaching to smart board learning as every child has a different pace of learning and to give teaching a more customized approach, this change is welcomed by both primary and higher education institutes. In the present scenario of Covid 19, we can see that the smart classes have shifted to online classes. The education sector has transformed and adapted itself to these pandemic times. Various modes such as Zoom, Impartus, and Google meet are being used to impart education to the students at various levels.
Technology led education has a great impact in transforming the present generation. Dewan (2010) emphsised that ICT equipments such as computers, projects , pintes etc has drastically changed the effectiveness of the teaching learning process. The usage of technology in education will focus towards learner centric education and highlight creative thinking. Ashneet Kaur (2020) stated that computer aided education eases the process of learning. Menekse, Anwar, and Purzer (2018) quoted that self-efficacy is a key construct to understand academic achievement for all students at each grade level.
Students’ perceptions of efficacy play a major role in their metacognitive monitoring and decision-making processes. Hosseini , Farjad , Barzegar (2012), discussed about technical efficiency that incorporates the value added in schools as an output of the education system. Hosseini , Farjad , Barzegar (2012), defined user frustration as when the computer acts in an unexpected way that annoys the user and keeps the user from reaching their task goals.
Technology is more present than ever. Young people are interested in technological
pro- ducts, but their opinions about education and careers in technology are
not particularlypositive (Johansson 2009). In a recent study on students’
interest in Science and Technology Studies (2008), the Organisation for
Economic Cooperation and Development (OECD), concluded that although absolute
numbers of Science and Technology students have been increasing, the relative
share of these students has been decreasing during the last decades. According
to the Relevance of Science Education (ROSE) study (Schreiner
and Sjłberg 2014), if students are asked why they didn’t choose a STEM oriented
subject it appears that many were not interested in science and technology at
school. This research also found that students in western countries are more
sceptical about technology than adults.
When Osborne, Simon and Collins (2003) write that students’ attitudes
towards studying science suggest there is an ‘‘urgent agenda for research’’, we
assume that this is also the case for technology because science and technology
are related and have a number of similarities. Research into students’ interest
in technology is apparently even smaller than in science (Van den Berghe and De
Martelaere 2012). Similar findings are described in a report from the Round
Table of Industrials (Johansson 2009), stating that although technology
education is more relevant today than ever before, the public’s attitude to
studying technology or having a technical job is not positive. Often, this lack
of enthusiasm is a result of experiences of science and technology at school,
since these experiences shape the publics’ conceptions of science and
technology (de Vries 2005; Osborne and Collins 2000; Stein and McRobbie 1997).
This was confirmed by the study of Lindahl (2007), who found that future
interests in science and a technology related careers are generally formed
before the age of 14. Given the growing
attention to the role that attitudes can play, and given the fact that future
interest is formed before the age of 14, knowing which factors influence
students’ attitudes towards technology between the age of 12 and 14 is
important to enable a better understanding of how the attitudes are formed.
Moreover, insight into factors influencing the perception of students towards technology may inform future programs on how the number of students in technology related study programmes and consequently in these jobs can be increased. When interrogating the relevant literature on this topic, we found that a number of studies are extant (see theoretical background section) but they are often fragmented and focus on one aspect of attitude at a time (e.g. Mammes 2004; Mawson 2010). Attitudes towards technology.
Statement of the problem
It has been discovered in recent years that modern technologies is being canvassed by several people as being effective in improving teaching and learning. In the present information age, the issue of students’ use of technologies is of crucial importance. This is so because the use of modern technologies by students would enhance competence and confidence in them. However, many students still patronize traditional book materials as a source of information in our Colleges of education rather than modern technology that is more efficient and reliable; hence, the need for the study.
Objective of the study
The major objective of this study is to investigate students perceptions on the use of modern technologies towards effective teaching and learning in Nwafor Orizu College of Education.
The specific objective is
1. To determine the perception of students towards the use of modern technologies for effective learning in Nwafor Orizu College
2. To investigate the impact of modern technologies towards effective teaching and learning in Nwafor Orizu college of education
3. To find out the challenges faced by lecturers and students towards the use of modern technologies in effective teaching and learning
4. Determine the impacts of modern technology on students performance in Orizu Nwafor College of Education
5. Find out the strategies that could be used in ensuring effective application of Modern technology application in the teaching and learning
Research Questions
1. What are the perception of students towards the use of modern technology for effective learning in Nwafor Orizu College
2. What are the impact of modern technology towards effective teaching and learning in Nwafor Orizu college of education
3. What are the challenges faced by lecturers and students towards the use of modern technology in effective teaching and learning
4. What are the impacts of modern technology on students performance in Orizu Nwafor College of Education
5. What are the strategies that could be used in ensuring effective application of Modern technology application in the teaching and learning ?
Research hypotheses
The following null hypotheses were generated to guide the study
1. There is no significant different on the perception of students towards the use of modern technology for effective learning in Nwafor Orizu College
2. The impact of modern technology does not have significant different on the teaching and learning in Nwafor Orizu college of education
3. The challenges faced by lecturers and students towards the use of modern technology does not have significant different on teaching and learning
4. There is no significant different on the various stateageies that influence the effective application of Modern technology in teaching and learning
Significance of the Study
It is hoped that the findings of this study will benefit various educational stakeholders. They include lecturers, curriculum planners, stakeholder, students.
It would be useful to students in determining the many opportunities the modern technology provides in their academic lives.
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. The 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.
Teachers would be guided on how integrating modern technologies will create a richer environment for teaching and learning. The use of various ICT-based software and Computer Based tutoring programs can aid the teachers in teaching the students and also aid them in student’s assessment and testing.
Curriculum planners and policy makers would be aware of the numerous possibilities of using modern technologies in learning, so as to assist in implementing and designing activities to support the various learning styles.
The uses of modern teachnology most especially the 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 education.
The research may provide literature for educational researchers so as to add more information on innovative uses of modern technologies to enhance educational experiences of students.
Scope of the Study
This study covers the students perception on the use of modern technologies towards effective teaching and learning in College of Education Nsugbe. the study will cover selected department in the college of education
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