The purpose of enriching curriculum in Nigeria education will imbued the teaching force with the rudimentary skills for applying ICTs and product of technology in their assignment to foster greater intellectual understanding. Besides, the use of ICTs in the teaching of mathematics provides additional learning resources that will bring about rapid development.
ICTs are electronic technologies used for information storage and retrieval. Development is partly determined by the ability to establish a synergistic interaction between technological innovation and human values. The rapid rate at which ICTs have evolved since the mid-20th century the convergence and pervasiveness of ICTs, gives them a strong role in development and globalization (Nwagwu, 2006). The information society demand a workforce that can use technology as a tool to increase productivity and creativity. This involve identifying reliable source of information, effectively accessing these source of information, synthesizing and communicating that information to colleagues and associates (Alibil, 2004). The field of education has been affected by ICTs which have undoubtedly affected teaching, learning and research (Yusuf, 2005). ICT contributes to effective learning through expanding access, promoting efficiency, improving management system (Haddad & Draxier, 2002). According to Obeng (2004) ICT is now regarded as a utility such as water and electricity and hence has become a major tool in education, learning and research in general, agricultural health science, commerce and even in poverty alleviation by generating new jobs and investment opportunities.
However, the important of ICTs has not been fully integrated into teaching of mathematics in Nigerian educational system is attributable to several factors like limited information infrastructure, lack of/inadequate ICT facilities in schools, frequent electricity interruption, non-integration into the school curriculum, poor ICT policy/project implementation strategy, high cost of ICT facilities/components, limited school budget, limited ICT skill among teachers, inadequate educational software, lack of interest in ICT application use on the part of students etc., which is based on survey of factors associated with low ICT application in Nigerian secondary schools.
From the above relevance and contributions of ICT to national development, most countries in Africa including Nigeria have not fully comprehended the concept of ICT beyond computer and computing related activities to include information and hence, the desire to provide the necessary infrastructure becomes a failure before any ICT project are implemented. Most schools therefore lack both human and ICT tools to provide the desired skilled manpower. Based on this background, the researcher intends to ascertain the role of information and communication technology (ICT) for effective teaching of mathematics in secondary schools in Warri South Local Government Area of Delta State.
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