EFFECTS OF AVAILABILITY AND INTEGRATION OF ICT IN PRIMARY PUPILS ACADEMIC PERFORMANCE IN IBEJU, LAGOS
CHAPTER ONE
INTRODUCTION
1.1. Background to the study
The use of Information Communication Technology (ICT) in education and training has been a priority in most European countries during the last decade, but progress has been uneven (Pelgrum, 2004). In most developed countries such as UK, schools have embedded the use of ICT in teaching and learning into the curriculum and demonstrate high level of effective and appropriate use to support teaching and learning Organization for Economic Cooperation and Development, (OECD, 2004).
Furthermore, (UNESCO, 2005) reiterates that those countries have integrated ICT into their education system because of its profound implications such as enabling teachers and pupils to construct rich multi-sensory, interactive environments with almost unlimited teaching and learning potential. According to (Unwin, 2004), computers and internet can be used to increase teachers’ basic skills and subject mastery, to provide resources that can later be used in classroom, and to help teachers build familiarity with specific instructional approaches. (Privateer, 1999) also notes that ICT is supposed to add value to education and to support more effective pedagogy to provide knowledge for learners and by enhancing communication that promotes learning. In addition, as ICT becomes more pervasive, computer based equipment is integrated into every aspect of schools operation, having thus an influence on the student’s performance. A number of researchers including (Iding et al, 2000) among others assert that the use of ICT in teaching and learning can help learners become more knowledgeable. In addition to efforts to employ ICT to improve learning, the emergence of knowledge economy has also brought a much greater emphasis on education (Wong, 2003).
The rapid growth of the global economy and the information-based society has pressurized education systems round the world to use ICTs to teach the knowledge and skills they need in the 21st Century (World Bank, 2004). The growth of the ICT sector has challenged teachers to prepare for effective use of the new teaching and learning tools in their teaching profession. (UNESCO, 2002) (Laferreire, Breuleux and Bracewell, 1999) argue that there are significant benefits of using ICT as part of teaching and learning process as long as teachers recognize the relationship between the use of ICT and overall curriculum.
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