STUDENT'S PERCEPTION ON THE IMPACT OF ICT IN TEACHING AND LEARNING OF PHYSICAL AND HEALTH EDUCATION IN JUNIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background of the Study
In recent years, the integration of Information and Communication Technology (ICT) in education has become a subject of significant interest and debate worldwide (Akcaoglu & Lee, 2016; Ertmer & Ottenbreit-Leftwich, 2013). This trend has also extended to the realm of physical and health education (PHE) in junior secondary schools, where educators are exploring ways to leverage technology to enhance teaching and learning experiences (Egger et al., 2020). The Agbani Educational Zone, situated within the Nigerian educational landscape, is no exception to this paradigm shift, as educators seek to understand and harness the perceived benefits of ICT in the PHE curriculum.
The term ICT encompasses a broad range of digital technologies, including computers, the internet, mobile devices, and software applications, which have the potential to transform traditional educational practices (Drent & Meelissen, 2008; Nguyen, 2015). In the context of PHE, ICT tools offer opportunities to engage students in interactive learning experiences, facilitate access to relevant resources, and promote active participation in
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