Monday 29 July 2013

INFORMATION AND COMMUNICATION TECHNOLOGY COMPETENCE



 

Chapter One

Introduction

Background of the Study

        The world is rapidly becoming a global digital society. At the heart of today’s globalization is the ease with which information moves around the world, providing opportunities for ideas, innovations and lifestyles to get easily spread to different places and people on the globe and central to this is Information and Communication Technology (ICT). Schools as social institutions are bound to be affected by the dynamics of the society in which they operate. The curriculum of the school which is the vehicle through which the schools hope to accomplish their goals will be susceptible to such changes associated with advantages in ICT.

        Ukwu-Ngwu (2004) defined Information and Communication Technology (ICT) as the means of acquisition, processing, storage and dissemination of data by a combination of computers and telecommunication accessories. Onyebuchi (2005) views “information technology as any equipment acquisition, storage manipulation, management movement, control, display, switching, interchange, transmission, or reception of data or information”. These definitions imply that ICT refers to whole range of facilities or technologies involved in information processing and electronic communication.
        The increasing adoption of ICT in almost all aspects of human activity poses great challenges to Nigerian Agricultural Science Teachers. Indeed, virtually every country of the world has recognized the importance of ICT with regard to development. The importance of ICT to national development was underscored by the report of commission of the European Communities (EC) (2000) which states that the success of some developed countries with regard to maintaining high Gross Domestic Product (GDP) growth per capital and high labour productivity over the past decade has been associated with high levels of investment in ICT. It is possible therefore; that the ICT revolution will plunge many developing countries into a period of turbulent changes, a period in which both challenges and opportunities will materialize. Countries that fail to keep up with the transformation engendered by this process, whether as a result of ill-conceived policies or inadequate resources, will suffer a number of negative consequences, including the serious curtailment of development efforts.
        International Labour Organization (2003) posited competency as the knowledge, capabilities, skills and behaviour which someone exhibits in doing his job and which are factors in achieving the results pertinent to the teaching strategies. Olaitan (2003) explained competency as the knowledge, skills, attitude and judgment, which are required in order to perform successfully as a specified proficiency in any given work. Competency in this context is the knowledge, skill, attitudes which the teacher of Agricultural Science requires for effective application of computer into the learning of Agricultural Science by the students.
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