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USING TECHNOLOGY TOOLS IN THE PUBLIC SCHOOL CLASSROOM

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Schools all over the world are increasingly turning towards different kinds of technological resources to support and enhance the teaching and learning of 21st century skills. Advances in the global use of technology have been accompanied by development in the use of information and communication technology (ICT) in schools. Educators are now expected to make regular use of technology in teaching and learning (Cloke & Sharif, 2001). Technology is now an indispensable part of the contemporary world. The educational field has certainly been transformed by its penetrating influence worldwide and in some developing countries, has made an impact on the quality and quantity of teaching, learning and research. Technology supports education through its dynamic, flexible and interactive content. It provides opportunities for personal learning and motivates and engages students in learning. Knowledge is made more relevant and applicable to real world situations (Yusuf, 2005; Kwache, 2007).

In a rapidly changing world, basic education is necessary for an individual to have the capacity and capability to access and apply information. The ability to access and utilize information is no longer a luxury but a necessity for development. Unfortunately, many developing countries, especially in Africa, are still a long way from bridging the digital divide around integrating technology in education (Aduwa-Ogiegbaen & Iyamu, 2005).

The quest for development now in Nigeria makes it imperative for trainers to shift from the existing method of teaching in schools to accommodate use of technologies. Other African countries like Tanzania, Kenya, Uganda and South Africa seem to have gone ahead of Nigeria in this regard. It is disheartening to note that Nigeria, with her abundance of resources - human and non-human- cannot boast of being among the countries utilizing technology in teachings, school administration and management.

Technology may be defined as the systematic study of techniques for making and doing things. It can also be defined as the application of the arts, science, processes, ideas, tools and machines to solve human problems. In essence, it refers to ways people use inventions and discoveries to satisfy needs and desires. Technology includes the use of both sophisticated (highly advanced) and non-sophisticated (simple) tools and methods to work effectively. In the past, service delivery in educational settings has been done through numerous means; from verbal communication to prints and use of instructional materials like pictures and charts. As technology is creating changes in all aspects of our societal life, it is also changing our expectations of what students learn, how they learn it and where they will learn it so as to function in the new world order(Abimbade,2005). According to Kirschner and Davis (2003), school learning and planning oscillates around technology as either core or complementary where they are seen as optional. Resources cannot convey information alone. It is the teacher that will supply the required information in a meaningful way where necessary so that with the aid of the resources, the student’s mental horizon will be enlarged thereby allowing them to experience vigorously things they could not otherwise see.

Educational research according to Ogunleye (1999) is a systematic process of collecting information or data on matters concerning education in order to confirm, improve, modify or predict a particular learning environment. Generally, every man, animal or even inanimate (computers) is capable of learning. Since learning is a process of education, therefore all disciplines or fields of study carry out educational research of a particular kind. In Nigeria, Libraries are not many. Even those that exist are not readily accessible to users. Sometimes, available materials are not current and need to be updated. It is mandatory that users must go to the library, no matter where it is for research, instead of the library coming to them at will. Existing Nigeria Libraries tend to have limited access to international journals, current texts, periodicals and audio-visual materials. Teachers/ trainers need to carry out research to equip them for the proposed task.

Educational Technology has been defined variously by many scholars, for instance, the American-based Association for Educational Communications and Technology (AECT) defines it as a complex integrated process involving people, procedures, ideas , devices and organization for analyzing problems and devising , implementing , evaluating and managing solutions to those problems involved in human learning.(AECT 1979,Agun and Imogie 1988, and Adeosun 1998).They also defined it as the study of ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources (lever-Duffy McDonald,2011). It can be deduced from these definitions that Educational Technology is the integration of variables in order to find and solve problems and manage solutions to problems involved in all aspects of human learning. It is a far departure from only chart/cardboard teaching-learning situation

1.2 STATEMENT OF THE PROBLEM

Nigeria, being a developing country, faces the challenges of access to technology- rich education. The Federal Ministry of Education (FME), Universal Service Provision Fund (USPF) and several private organizations have assisted many schools by providing various technology solutions, such as supplying personal computers, setting up computer laboratories and other facilities inclusive of Internet connection, as well as interactive whiteboards (IWBs) and projectors (SchoolNet, 2005; USPF, 2010). However, there have been no means in place to ascertain the impact of technologies on student achievement,especially in rural schools in Nigeria that also faced the lack of electricity, adequate funding, and basic infrastructures, among other challenges.

Many research studies on technology integration into classroom instruction have shown that there can be a significant, positive impact on student achievement (Cakir et al., 2009; Inan & Lowther, 2010; Tamim, Bernard, Borokhovski, Abrami, & Schmid, 2011). However, most of the research studies did not focus on rural schools, especially in developing countries. There is a need to move beyond assessment of participants’ perceptions and focus on actual student achievement in technology integration efforts (Smolin & Lawless, 2011). A rigorous evaluation that can provide information with which to make decisions and guide the deployment of various interventions is important. This research fills a gap by providing information on the impact of the various educational technology interventions on student achievement in rural Nigerian schools (Smolin & Lawless, 2011; Tamim et al., 2011).

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine using technology tools in the public school classrooms

Specific objectives include;

1. Investigate the effectiveness of technology tools in enhancing student engagement and learning outcomes in public school classrooms.

2. Examine the influence of teacher training and support in integrating technology tools effectively into instructional practices.

3. Explore the relationship between access to technology resources and socio-economic factors in determining the efficacy of technology integration in public school classrooms.

1.4 RESEARCH QUESTIONS

1. How do technology tools impact student engagement and learning outcomes in public school classrooms?

2. What are the perceptions and experiences of teachers regarding the integration of technology tools into their instructional practices?

3. To what extent do socio-economic factors influence the accessibility and utilization of technology tools in public school classrooms?

1.5 RESEARCH HYPOTHESES

1. H1: Public school classrooms that effectively integrate technology tools will demonstrate higher levels of student engagement and improved learning outcomes compared to classrooms with limited technology integration.

2. H2: Teachers who receive comprehensive training and support in using technology tools will report greater confidence and efficacy in integrating technology into their instructional practices.

3. H3: Socio-economically disadvantaged public school classrooms will exhibit lower levels of access to technology resources, resulting in diminished effectiveness of technology integration compared to classrooms with greater access.

1.6 SIGNIFICANCE OF THE STUDY

The significance of this study lies in its potential to inform policies and practices aimed at enhancing educational experiences and outcomes in public school classrooms through the effective integration of technology tools. By examining the impact of technology tools on student engagement and learning outcomes, the study can provide valuable insights into improving teaching practices and fostering student success. Additionally, understanding teachers' perceptions and experiences regarding technology integration can aid in developing targeted training and support programs to empower educators in leveraging technology effectively. Moreover, by exploring the influence of socio-economic factors on technology access and utilization, the study can contribute to addressing equity issues in education and promoting inclusive learning environments. Ultimately, the findings of this study have the potential to guide efforts towards maximizing the benefits of technology in public school classrooms and ensuring equitable educational opportunities for all students.

1.7 SCOPE OF THE STUDY

The scope of this study encompasses the utilization of technology tools in public school classrooms within Karu Local Government Area (LGA) in Nasarawa State, Nigeria, characterized as a rural area. Specifically, the study will focus on assessing the current status of technology integration in classrooms, exploring the challenges and opportunities associated with technology use, and examining its impact on student engagement and learning outcomes. The study will involve public schools within Karu LGA, considering factors such as infrastructure, teacher training, and access to technology resources. Additionally, socio-economic factors prevalent in rural areas, such as income levels and internet connectivity, will be considered in analyzing the effectiveness of technology integration. The findings will provide insights into the unique context of technology use in rural public school classrooms and inform strategies for enhancing educational practices and outcomes in similar settings.

1.8 LIMITATIONS OF THE STUDY

Limitations of this study include the focus on a specific geographic area (Karu LGA, Nasarawa State), which may limit generalizability to other rural areas. Additionally, the study's reliance on self-reported data from teachers and students may introduce response bias. Resource constraints may limit the depth of analysis, and external factors such as government policies and infrastructure development may impact the study's findings. Finally, the dynamic nature of technology integration may render the results time-sensitive.

1.9 DEFINITION OF TERMS

1. Technology Integration: The process of incorporating various technological tools and resources into the teaching and learning environment to enhance educational outcomes and support curriculum objectives.

2. Educational Technology: The use of technological tools, software, and hardware specifically designed for educational purposes to facilitate teaching, learning, and assessment in the classroom.

3. Digital Learning: The use of digital tools and platforms to deliver instruction, engage students in interactive activities, and facilitate personalized learning experiences tailored to individual student needs.

4. Blended Learning: An instructional approach that combines traditional face-to-face instruction with online learning activities and resources, leveraging technology to create a more flexible and personalized learning environment.

5. 21st Century Skills: A set of competencies and abilities that students need to develop in order to thrive in the modern world, including digital literacy, critical thinking, collaboration, communication, and creativity, often enhanced through the use of technology tools in the classroom.

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