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EFFECT OF
TECHNOLOGY TEACHING ON STUDENTS’ ACHIEVEMENT IN PHYSICS IN SECONDARY SCHOOLS
ABSTRACT
In
Teaching and learning communication skills, we have a lot to choose from the
world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic
Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or
VCD’s. The last two decades have witnessed a revolution due to onset of
technology, and has changed the dynamics of educational institutes, and has
also influenced the educational system and the way people interact and work in
the society. This rapid rising and development of information technology has
offered a better pattern to explore the new teaching model. Using technology to
create a context to teach communication skill has its unique advantages. As a
result technology plays a very important role in teaching communication skill. This
paper tries to analyze the necessity of technology technology to communication
skill teaching and also brings out the problems faced by using these
technologies. It also aims to make Physicsstudies teachers aware of the
strategies to use it in an effective manner.
CHAPTER ONE
1.1 Background of the
study
The
use of technology in industries has been extensive, as it has been effective
inincreasing productivity and retention rates, where research has shown that
peopleremember 20% of what they see, 40% of what they see and hear, but about
75%of what they see and hear and do simultaneously (Lindstrom, 1994). Technology
is now permeating the educational system as a tool for effective teaching and
learning.
With technology, the communication of information can be done in a more
effective manner and it can be an effective instructional medium for delivering
information. Technology access to knowledge is one of the possibilities of
information and communication technology that has tremendous impact on
learning. The instructional media have emerged in a variety of resources, and
equipment, which can be used to supplement or complement the teachers efforts
in ensuring effective learning by students. It is recognized that conventional
media technologies can no longer meet the needs of our teaching and learning
processes; as a result they are being replaced by technology technology. This
technology provides a learning environment that is self-paced,
learner-controlled and individualized.
Technology
is defined as the combination of various digital media types such as text,
images, sound and video, into an integrated multi-sensory interactive
application or presentation to convey a message or information to an audio
ence. In other words, technology means “an individual or a small group using a
computer to interact with information that is represented in several media, by
repeatedly selecting what to see and hear next” (Agnew, Kellerman and Meyer,
1996).
Reisman
(1994) described technology as a ray of “computer-driven
interactivecommunication system, which create, store, transmit and retrieve,
textual, graphicand audio tory networks of information.
Technology
could be interpreted as a combination of data carriers, for examplevideo,
CD-ROM, floppy disks, Internet and software in which the possibility for
aninteractive approach is offered (Smeets, 1996; Jager and Lokman, 1996).
Fetterman
(1997) also viewed technology as those resources used for instructionthat
include one or more media such as graphics, video, animation, image andsound in
addition to textual information. He identified four important characteristics
of technology as:
·
Technology systems are integrated
·
The information content must be represented digitally
·
The interface to the final presentation of media.
The
power of technology lies in the fact that it is multi-sensory, stimulating
themany senses of the audio ence. It is also interactive, enabling the end
users of theapplication to control the content and flow of information. This
has introducedimportant changes in the educational system and impact the way we
communicateinformation to the learners (Neo and Neo, 2000).Ogunbote and Adesoye
(2006) expressed that technology technology adds newdimension to learning
experiences because concepts were easier to present andcomprehend when the
words are complemented with images and animations.
Stating
further that it has been established that learners retain more when a varietyof
senses are engaged in impacting knowledge; and the intensity of the
experienceaids retention and recall by engaging social, emotional and
intellectual senses.
The
evolution of technology has made it very possible for learners to become more
involved in their work. With technology technologies, they can create technology
applications as part of their project requirements. This would make them active
participant in their own learning process, instead of just being passive
learners of the educational content.
Reinsman
(1994) expressed that technology involves processing, storage, generation,
manipulation and retention of technology system, and the resourcescould include
text files, pictures, video, audio o, databases, archives, library catalogs,
course notes, relevant links to various websites and easy access to search
engines available on the Internet (Shuell and Ferber, 2001).
A
study by Ubogu (2006) supports the view that technology resources
facilitateaccess to all human knowledge, anytime, and anywhere in a friendly,
multi-modal, efficient and effective way, by overcoming barriers of distance,
language and culture, and by using multiple Internet-connect devices.
It
is important to say that the use of technology technology has great
significancein colleges, universities and research institutions in the Western
countries. In thesecountries, the technology is being seen as a key player to
development in allramifications and essential component of education.
However,
Babajide (2003) identified different types of technology communication, some of
which include physicsstudies hardware, physicsstudies software, public address
systems, slides, overhead projectors, opaque projectors, videos, cassettes,
audio tapes, cassette recorders, flip, time sequence, stream charts, Diorama
still motion pictures among others.
Technology in Education
Technology
in Education has been extremely effective in teaching individuals a wide range
of subjects. Technology is changing the way we communicate with each other. The
way we send and receive messages is more effectively done and better
comprehended.
While
a lecture can be extremely informative, a lecture that integrates pictures or
video images can help an individual learn and retain information much more
effectively. Using interactive CD-ROMs can be extremely effective in teaching
students a wide variety of disciplines, most notably languages and music.
A
multi-sensory experience can be created for the audio ence, which in turn,
elicits positive attitudes towards its application (Neo and Neo, 2001). Technology
has also been shown to elicit the highest rate of information retention and
result in shorter learning time (Ng and Komiya, 2000). On the part of the
creator, designing atechnology application that is interactive and
multi-sensory can be both a challenge and thrill. Technology application design
offers new insights into the learning process of the designer and forces him or
her to represent information and knowledge in a new and innovative way (Agnew
et al, 1996).
However,
information technology application serves different purposes, such asknowledge
sharing-portal, search engines, public administration, social service and
physicssolution. Oshodi (1999) posits that awareness created towards the use of
information and communication technology over the years is increasing in the classroom
learning environment in the third world such that mere verbalization ofwords
alone in the classroom to communicate ideas, skills and attitude to
educatelearner is futile. Omagbemi (2004) supporting this view expressed that
access to technology information could stimulate changes and creates conductive
learning environment and make learning more meaningful and responsive to the
localized and specific needs of learners. There is certainly no lack of vision
within educational communities concerning the central role and importance of
ICT in the educational contexts of the future (Wood, 1993). That vision is
shared by many and is accompanied by an acknowledgement that in order to
realize this vision, three factors – access, training and targets must be
provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman
(2001) suggested that successful implementation of ICTs need to address five
interlocking frameworks for change namely the infrastructure, attitude, staff
development, support (technical and administrative) and also sustainability and
transferability.
The
many kind of ICTs implemented at teaching and learning can be used in education
for different purpose. For instance, some of them help students withtheir
learning by improving the communication between them and the instructors (Valasidou,
Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In
a study conducted by Simpson et al (1999) it was found that 64% of the
teachereducator used ICT in the production of traditional resources of overhead
transparencies and hand outs using standard word processing package; 27%
indicated that they made use of and had experience with more powerful
communication and presentation software; 32% incorporated the use of any ICT software
into the lectures and only 24% made use of CDi resource materials. The study
also revealed that in the tutors’ delivery of the courses, the students
seldomexperienced demonstrations of the use of ICT as a teaching tool, that is,
the tutorsseldom modelled its use through their own practices. However, these
tutors gave lack of time to practice skills and the limited accessibility of
some specialized facilities as constraint factors on their use of ICTs in
teaching.
Studies
have shown that, there are some factors that determine academics’ useand
non-use of new technologies for teaching and learning in the advanced countries
and these include, the needs of the learner, the characteristics and
experiences of academics, the technology available, the environment within
whichacademics work and how valuable they perceive the use of technology to be
for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and
Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context
of which the academic is part (Rowley, Banwell, Childs, Gannon – heary,
Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated
that thereare disciplinary and subject differences in the way ICTs are being
used and adopted in teaching and learning (Jager and Lokman, 1999; Jones,
Zenois andGriffiths, 2004 and Eynon, 2006).
In
developing countries, Nigeria inclusive, factors like lecturers’ attitude
(Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987);
Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor
(undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of
lecturers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa
and Obadeyi 2009; Training (Osunade, Philips and Ojo
(undated);
Opinions of “significant others” and or peers in the university community
(Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et
al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor,
2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and
Sanga, 2007); Use/knowledge of physicsstudies(Anadarajan, Igbaria and Anakwe,
2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated)
amongst others.
1.2
Statement of the Problem
There
is an urgent need to improve the quality of education to bridge the gapbetween
developed and developing nations, and technology instruction is considered as a
necessary tool for this purpose. However, the presence of technology alone will
not stimulate significant changes in a school. Teachers are important
ingredient in the implementation of technology instruction in education.
Without
the involvement of teachers, most students may not take advantage of allthe
available potential benefits of technology on their own. Teachers need to actively
participate in the use of technology facilities. They have to be trained in the
use of technology and in its integration in the classroom activities to enhance
thinking and creativity among students. They must also learn to facilitate and
encourage
students by making them responsible for their own learning. Many ofthe current
graduates were found to be lacking in creativity, communications skills, analytical
and critical thinking and problem – solving skills (Teo and Wong, 2000;
Tan,
2000).
In
this study, attempts are therefore made at examining such issues as
arepertinent to technology utilization for teaching in the Faculties of Arts
and
Education,
University of Ibadan, Oyo State, Nigeria.
1.3
Objectives of the Study
Specifically,
the objectives of this study are to:
1.
Determine the availability of instructional technology in the Faculties of Arts
and Education for teaching and learning.
2.
Determine the pattern and frequency of use of technology by lecturers in these
selected faculties for teaching and learning
3.
Investigate the adequacy of technology facilities for teaching and learning of
physicsstudies.
4.
Identify factors, if any, which limit the use of technology by the teachers.
1.4
Research Questions
The
study is structured to provide answers to the following research questions:
1.
How available are the instructional technology for teaching and learning in physicsstudies?
2.
What is the pattern and frequency of use of the technology for teaching
andlearning by the lecturers of the facility?
3.
How adequate are the technology facilities for teaching and learning of
physicsstudies?
4.
What factors limit the use of technology by teachers of the subject?
1.5
Objective of the Study
1. To understand the meaning of technologys
2. To understand the use of audiovisuals
in teaching physicsstudies in junior secondary schools
1.6
Research Hypothesis
H0:
The application of audiovisuals does not have a significant positive impact in
teaching physicsstudies in junior secondary schools in Oredo LGA, Edo state
H1:
The application of audiovisuals have a significant positive impact in teaching physicsstudies
in junior secondary schools in Oredo LGA, Edo state
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