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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