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CHAPTER ONE
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INTRODUCTION
1.1 Background of the study.
Technology has made teaching and learning easy for all categories of children.At every level of education, instructional technology is perceived as a vehicle for curriculum enhancement. Studies have shown that instructional technology has the potential for enhancing students learning.
Extolling the importance of teaching in the instructional process, Chapin and Messick (1992) and Imogie (1998) asserted that the role of technology in teaching is rapidly becoming one of the most important and widely discussed issues in contemporary educational policy.
To this extent, developed countries of Europe and America have made legislative provision on the imperative use of technology in the instructional process (Britain, 1988)
Linking technology and learning Wright (1999) reports higher student achievement, self-concept, attitude and teacher-student interaction as aresult of interactive learning made easy. Although the developing countries including Nigeria have become aware of the invaluable roles of technology in effective teaching and learning, they have made significant progress in improving education through this medium.
In Africa, many governments including Nigeria have initiated internet connectivity and technology training programmes to enhance classroom teaching/ learning.
Accordingly, the importance of technology in the educational process is quite evident and this educational process provides productive teaching and learning in order to improve people’s creativity and intellectual resources especially in today’s information society.
In the current globalization, Nigeria cannot afford to lag behind in using multimedia to raise the intellectual and creativity of her citizens. According to Shavinina (1977), this is particularly important for children whose adulthood will blossom in cyber environment entirely different from that of the present.
Teaching in the classroom is no longer conceptualized in the narrow sense as merely a matter of the teacher addressing a class in more comprehensive approach; it is an outcome or aggregate of inter-related activities. Learning is therefore more effective when it occurs in an interactive setting that is mostly promoted through the use of instructional technology (print and electronics).
Instructional technology is a complex, integrated process involving people, procedures, ideas, devices and organization for analyzing problems and devising, implementing, evaluating and managing solutions to those problems, institutions in which learning is purpose and controlled.
Teaching can be seen as a human undertaking whose purpose is to help people learn. It is an interaction between a teacher and a student under the teacher’s responsibility in order to bring about the expected change in the student’s behavior.
Teaching is an attempt to help people acquire some skills, attitude,knowledge,ideas or appreciation according to Awotua-Efebo (1999), it is the teacher’s task to create or influence desirable changes behavior in his pupils. Van Dalen and Brittel (1959) define teaching as the guidance of pupils. Through planned activities so that they (pupils) may acquire the richest learning possible from their experiences.
Clark (2008) sees teaching as the interaction between a teacher and a student under the teacher’s responsibility in order to bring about the expected change in the student’s behavior. Teaching comprises a set of events which affects learners in such a way that learning is facilitated.
These may be triggered by a picture, a computer, a printed matter, a video or television or radio program or by any combination of physical objects under the directive of a teacher who has preplanned the events.
Afe (2004), teaching is a process by which a teacher guides the learner in the acquisition of knowledge, skills and attitudes, a system of interactions involving the teacher, the learner and the learning task.
Mention should be made of the fact that teaching is not imparting knowledge, skills, values, attitudes and the like as is believed by many. If it is seen as such, then the idea presupposes that the teacher is a receptacle of the knowledge and the learner just empty. This also implies that the learner cannot acquire any knowledge unless such knowledge comes from the teacher.
The assumption is that the teacher hasthe ability to pour into or stuff the learner with book knowledge. This concept of teaching was based on the misconception that the learner comes to school to be taught by the teacher without any atom of knowledge in his head. This traditional view however has given way to something new and different. Teaching is now seen as a profession.
That is to say, that teaching is a work which an individual takes up after under-going a specified period of professional examinations. It is after all these that an individual qualifies to be admitted into the teaching profession.
Teaching as a profession goes with professional ethics and expected competencies that ensure ones retention in the profession. There is also a period of internship done in schools which is known as teaching practice. Hence, as a profession one must be trained and admitted into the teaching before he or she goes to the school to carry out teaching activity.
Learning cannot be directly observed but can manifest itself in the activities of the individual. Human beings more than all other living organisms have the greater capacity to learn in all ways and through language, we can learn in all ways and through language, we can learn things we have neither experienced norobserved.
Several and sometimes varying definitions have been given by different psychologists on the meaning of learning.
These definitions however seem to converge on certain trends which highlight the characteristics of learning, Myers (1993) defined learning as a relatively permanent change in an organism’s behavior due to experience. Similarly, Mukherjee (2002) gave the meaning of learning as an inference from performance of the organism resulting in an enduring change of behavior.
Hengenhann (1999) as a relatively permanently change in behavioural potentiality that acquire as a result of a reinforced practice.
Webster dictionary sum up common usage of the word LEARN as “to gain knowledge and understanding or acquire skill by study, instruction or experience”. The word “gain” in this definition is very important. It implies addition of new knowledge. From the foregoing definitions, psychologists have provided certain criteria for determining whether learning has taken place.
First for learning to be said to have taken place, there must be the element of change in behavior overtly covertly. Second, the change behavior as a result of fatigue or other transitory conditions such as use of drugs or alcohol do not constitute learning. The third criterion is that the change in behavior must be based on exposure to the environment.
Environment here refers to learning situations or any situation that allows one to gain some experience. Learning therefore, involved a change in the behaviours of the individual as a consequence of his or her experience. This can manifest in the way the individual thinks (cognitive) acts (psychomotor) or feels (affective). However, the change of behavior must not be due to such transitory conditions caused by taking drugs or alcohol; and must not be due to maturation.
1.2 statement of problem
The determination of the influence of instructional technology in teaching and learning in Nigeria (Kaduna) Secondary Schools becomes more urgent, considering the prevailing teacher dominated approach to schooling and teaching in the country. Learning is largely passive and products of the schools are rated low in creativity, critical thinking and problems solving.
There is lack of professionally or academically trained personnel in instructional technology which limits the practice of the field.
Closely related to poor financial allocation or provision for educational technology is the issue of lack of space and instructional resources in Nigerian schools (Kaduna metropolis secondary schools) and colleges. Most classrooms, lecture halls and auditoria are not designed or adapted to accommodate audio-visual devices
There is irregular power supply to power the machines. Teaching load that leaves the teacher with little or no time to adapt and use instructional technology tools and techniques. There is lack of relevant educational media in majority of subject areas. Maintenance problems exist. Also there is lack of spare parts to replace damaged or old components of equipment.
The Nigerian educational system places much emphasis on examination and certification thereby limiting the extent to which instructional technology tools and techniques can be used in the instructional process.
Therefore, the study is set out to examine the influence of instructional technology on classroom teaching and learning in secondary schools of Kaduna metropolis.
1.3 purpose of the study
The aim of this study is to find out the influence of instructional technology on classroom teaching in selected schools in selected secondary schools in Kaduna. Specifically, the objectives of this study are to:
- Determine the availability and adequacy of instructional technology facilities in secondary schools.
- Identify the rate at which instructional technology facilities are used for teaching and learning in secondary school.
- Investigate the competences of teachers in using instructional technology facilities for teaching and learning.
- Investigate the influence of instructional technology on teaching and learning in secondary schools.
1.4 Research questions.
Based on the purpose of this study the following research questions were formulated to guide the conduct of the study.
- Are the instructional technology facilities in Kaduna state secondary schools available and adequate?
- How often are the instructional technology facilities used in teaching and learning in Kaduna state secondary schools?
- How competent are the teachers using instructional technology facilities for teaching and learning?
- How do instructional technology facilities influence teaching and learning in Kaduna state secondary schools?
1.5 Scope of the study
This study is set out to investigate the influence of instructional technology on classroom teaching in selected schools in Kaduna metropolis. It is limited to the adequacy and availability of instructional technology facilities in secondary school, the rate at which instructional technology facilities are used in teaching and learning, competences of teachers in using instructional technology for effective and learning
1.6 Significance of the study
Learning is said to take place when there is change in the behavior of the learner and this occurs when there is an interactive process between the learner and its environment.
Therefore, the people that will benefit from this study are the Ministry of Education, Secondary schools in Kaduna metropolis, practitioners, and higher institutions at the national state and local government levels they will benefit from this study by making practitioners of instructional technology work cooperatively towards professionalizing the field.
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