Utilization Of Modern Educational Technology And Secondary School Teachers Instructional Delivery Effectiveness In Uyo Local Government Area Of Akwa Ibom State

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UTILIZATION OF MODERN EDUCATIONAL TECHNOLOGY AND SECONDARY SCHOOL TEACHERS INSTRUCTIONAL DELIVERY EFFECTIVENESS IN UYO LOCAL GOVERNMENT AREA OF AKWA IBOM STATE

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Education and training activities are increasingly employing the use of a variety of technologies to support pedagogy and learning. Several of the technologies used are computer-based word-processors, spreadsheets, and databases are being utilized as tools in supporting teaching and learning. Graphics and desktop publishing software now allow teacher to develop more instructional materials to their own specifications. Correspondingly, teachers are utilizing testing and measurement software, CD-ROMs, compact disc-interactive (CD-1), DVD, hypertext, hypermedia and multimedia tools to enhance classroom activities.

The term educational technology refers to the use of technology in educational settings. At every level of education, educational technology is perceived as a vehicle for curriculum enhancement, studies including Hadely and Sheingold (1992), Armstrong (1993), Hannatin and Saverge, (1993) have indicated that educational technology has the potential for enhancing student learning. The adoption and use of these technologies for instruction and learning is believe to be worthwhile, particularly because of their prevalence throughout the society. Many of the technologies are widely used in the workplace and students are expected to be familiar with them before the enter the workforce.

It is frequently thought that education sector is slow in adapting to technical changes. Nevertheless, classroom is venerable to technological innovation, as this is where the old and the new must coexist. The coexistence of old and new technology creates a tension that will lead to remarkable changes in education for the twenty-first century and beyond (Kaha, 1990). The vast carry of new technologies now available for teaching and learning activities open new visit for those engage in the process. The emergence of the internet and its resources (e.g. World Wide Web, Electronic mail, news Groups) have provided access to information, resource personnel, teachers and students in other countries, states, etc. The internet is being used to help facilitate interaction with individuals and groups, parents, teachers and school administrators.

The infusion and integration of technology in classroom will not only result in the greater use of collaborative learning strategies but also will, as Olsnazio (1990) indicated, increase the use of strategies such as thematic teaching, guided inquiry apprenticeship, group problem solving, and critical thinking. These strategies will help deepen and enhance interpersonal relations in the classroom. The level of interaction between and among teacher and students increases as they work collaboratively to accomplish various learning objectives. Classroom activities will then be less centered on the teacher and can be more focused on the learners.

The increasing application of educational technology to support teaching and learning provide a basis by which some teachers reconsider the strategies they use in instructional activities. Different strategies are being employed in conjunction with more familiar ones to accomplish the necessary learning objectives. The strategies adopted have resulted in students playing a greater role in the teaching and learning process. This occurs, as students become more involved in determining the sequence and strategies used in directing classroom activities. Under the teachers guidance students are involves in collaborative learning activities. Together and student use different technology to access information, communicate with others in geographical locations, and explore new instructional media systems.

The availability of modern educational technology is contributing to many innovations in classroom activities, strategies and techniques now used to support technology in teaching and learning enable teachers to work collaboratively with students while the students themselves become more immerses in their own learning. It is the purpose of this study to explore the utilization of modern educational technology and teachers instructional delivery effectiveness in secondary schools in Uyo Local Government Area of Akwa Ibom State.

1.2  Statement of the Problem

The different ways in which teachers response to the need to utilize educational technology in improving instruction may be predicated on their pre-service training and additional encouragement provided in different educational environment (Roblyer & Erlanger, 1998). Many teachers however are not prepared to use technology to support their instructional delivery effectiveness. According to Grabe (1998) appropriately fifty percent of teachers education graduates surveyed felt they were either not prepared to use technology. Therefore this study is to encourage the teachers that using educational technology in improving instruction can enhance classroom delivery effetiveness.

1.3  Purpose of the Study

The main purpose of the study is to examine the utilization of modern educational technology and teachers’ instructional delivery effectiveness in Uyo Local Government Area of Akwa Ibom State.

The specific objectives are to:

  1. Examine the relationship between computer utilization on teachers’ instructional delivery effectiveness.
  2. Examine the relationship between internet utilization on teachers’ instructional delivery effectiveness.
  3. Examine the relationship between interactive whiteboard utilization on teachers’ instructional delivery effectiveness.

1.4  Research Questions

The following research questions were formulated to guide the study:

  1. What extent does computer utilization have on teachers instructional delivery effectiveness?
  2. What extent does internet utilization have on teachers instructional delivery effectiveness?
  3. What extent does interactive whiteboard utilization have on teacher instructional delivery effectiveness?

1.5  Research Hypotheses

The following hypotheses were formulated to guide the study:

  1. There is no significant influence of computer utilization on teachers instructional delivery effectiveness.
  2. There is no significant influence of internet utilization on teachers instructional delivery effectiveness.
  3. There is no significant influence of interactive while board utilization on teachers instructional delivery effectiveness.

1.6  Significance of the Study

This study will benefit the following categories: Parents, educational planners, administrators in education, the teachers, and the entire society.

  1. Parents would understand and know the need for educational technology facilities in school rather than ignoring the fact of providing the knowledge of educational technology for their children.
  2. Educational planners (government) would identify the need of including provisions of educational technology facilities to schools.
  3. School administrators would see the need of guiding and supervising the use of educational technology by teachers for productivity and good output.
  4. It will provide a basis for the teachers to learn how to use variety of technology and different ways by which they may be integrated into the curriculum and to support pedagogy and learning.
  5. The society as a whole would benefit from the study as adherent to the recommendation of this study would improve their children knowledge of educational technology.

1.7  Assumptions of the Study

The following assumptions were made in the study:

  1. Level of modern educational technology can be determined and measured.
  2. Modern educational technology varies.
  3. Teachers instructional delivery effectiveness can be determine and measures.

1.8  Limitations of the Study

The research was limited by the following factors:

  1. Materials related to the study were scare/thereby making the research a difficult task.
  2. The psychological weathering of the teachers affected data collection.
  3. Some teachers are not familiar with modern educational technology, they find it difficult to complete the instrument successfully.

1.9  Scope of the Study

The researcher centered the study on the utilization of modern educational technology and teachers instructional delivery effectiveness and also narrowed the study to secondary schools in Uyo Local Government Area of Akwa Ibom State.

1.10         Definition of Terms

Utilization: Is the primary method by which asset performance is measured and business success determined.

Educational technology: Is a process by which the curriculum acts as a driving force for delivery of instructions.

Instructional delivery: Those human interactive skills what promotes or facilitate learning in face to face instruction as well as those skills in various forms in various forms of instructional delivery.

Innovation: Is the development of new customers value through solutions that meet new needs, or old customer and market needs in new ways.

Teacher: Is a person who provides education for pupils and students.

Computer: This is a general purpose device that can be programmed to carry out a finite set of arithmetic or logical operations.

Interaction whiteboard: This is a large interactive displays that connects to a computer and a projector.

Internet: This is a website that connect computer and bring out information from a distance place for the users.

CHAPTER TWO

LITERATURE REVIEW

This chapter reviews the related literature in relation to the present study. It is to gain an insight into the utilization of modern educational technology and teachers’ instructional delivery effectiveness.

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