ATTITUDE OF EDUCATIONAL ADMINISTRATORS TO ICT USAGE IN SECONDARY SCHOOL MANAGEMENT (A CASE STUDY OF WUSE COMPREHENSIVE COLLEGE, ABUJA)

ATTITUDE

OF EDUCATIONAL ADMINISTRATORS TO ICT USAGE IN SECONDARY SCHOOL MANAGEMENT (A

CASE STUDY OF WUSE COMPREHENSIVE COLLEGE, ABUJA)

CHAPTER

ONE

INTRODUCTION

 

1.1     

Background of the study

According to Daniels (2002) ICTs

have become within a very short time, one of the basic building blocks of

modern society. Many countries now regard understanding ICT and mastering the

basic skills and concepts of ICT as part of the core of education, alongside

reading, writing and numeracy. However, there appears to be a misconception

that ICTs generally refers to ‘computers and computing related activities’.

This is fortunately not the case, although computers and their application play

a significant role in modern information management, other technologies and/or

systems also comprise of the phenomenon that is commonly regarded as ICTs.

Pelgrum and Law (2003) state that near the end of the 1980s, the term

‘computers’ was replaced by ‘IT’ (information technology) signifying a shift of

focus from computing technology to the capacity to store and retrieve

information. This was followed by the introduction of theterm ‘ICT’

(information and communication technology) around 1992, when e-mail started to

become available to the general public (Pelgrum, W.J., Law, N., 2003).

According to a United Nations report (1999) ICTs cover Internet service

provision, telecommunications equipment and services, information technology

equipment and services, media and broadcasting, libraries and documentation

centers, commercial information providers, network-based information services,

and other related information and communication activities.

The field of education has been

affected by ICTs, which have undoubtedly affected teaching, learning, and

research (Yusuf, 2005). A great deal of research has proven the benefits to the

quality of education (Al-Ansari, 2006). ICTs have the potential to innovate,

accelerate, enrich, and deepen skills, to motivate and engage students, to help

relate school experience to work practices, create economic viability for

tomorrow's workers, as well as strengthening teaching and helping schools

change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf,

2005).As Jhurree (2005) states, much has been said and reported about the

impact of technology, especially computers, in education.

1.2     

Statement of the problem

A majority of educational

administrators perceive ICT to offer advantages to school management but many

also struggle to see specific benefits and methods for use. A number of studies

have identified these contrasting perceptions from educational administrators.

(Korte&Hüsing 2007, Balanskat et al 2006, Becta 2008). In an EU Schoolnet

(2010) pre-pilot educational administratorssurvey on usage of Acer netbooks

involving 6 countries, a significant majority of educational

administratorsagreed that netbook use impacted positively on learning, allowed

for personalized learning and helped to extend learning beyond the school day.

However, other research suggests that a significant minority of teachers do not

see considerable learning benefits for students from ICT, regardless of the

sophistication of their ICT systems. The Empirical survey found that a fifth of

European teachers felt that using computers in class did not have ‘significant

learning benefits for pupils’ (Korte&Hüsing 2007)1 . A survey of UK

teachers also showed that educational administrators’positivity about the

possible contributions of ICT was moderated as they became ‘rather more

ambivalent and sometimes doubtful’ about ‘specific, current advantages’ (Becta

2008, p45).

1.3     

Objectives of the Study

1. To know the level of ICT use for educational

purposes by educational administrators.

2. To analyze the attitudes among educational

administrators, towards the use of ICT for educational purposes.

3. To determine the significant relationship

betweeneducational administrators’ level of ICT use and their attitudes towards

ICT.

1.4  

Research Questions

1) What is the level of ICT use for educational

purposes by educational administrators?

2) What are the attitudes among educational

administrators,towards the use of ICT for educational purposes?

3) Is there a significant relationship

betweeneducational administrators’level of ICT use and their attitudes towards

ICT?

1.5  

Research Hypotheses

Ho:

There is no significant relationship betweeneducational administrators’ level

of ICT use and their attitudes towards ICT.

Hi:

There is significant relationship betweeneducational administrators’ level of

ICT use and their attitudes towards ICT.

1.6  

Significance of the study

The purpose of this article is

to share with the readers the findings of a study conducted to investigate the

level of ICT use among educational administrators. Also, this study seeks to

investigate the attitudes of educational administrators towards the use of ICT

for educational purposes. Technology is now at the threshold of its maturity

within all the sectors. An overview of the research in the value of using ICTs

in management of school process shows that the utilization of ICT will have a

major influence on the management of school process. On other words, ICTs had

proved to be an effective tools for educational purposes, although it has

extend and transformed the way students learn and teachers teach. This research

will serve as a pivot for other researchers that may want to research on this

topic.

1.7  

Scope/Limitations of the study

This study is concerned with the

attitude of educational administrators to ICT usage in secondary school

management using Wuse comprehensive college Abuja as the case study.

Limitations

of study

1. 
   
   
2. 1.       
   
   Financial constraint
   mso-fareast-font-family:"Times New Roman"">- Insufficient fund tends to
   
   impede the efficiency of the researcher in sourcing for the relevant materials,
   
   literature or information and in the process of data collection (internet,
   
   questionnaire and interview).
   
   
   
3. 2.       
   
   Time constraint
   mso-fareast-font-family:"Times New Roman"">- The researcher will
   
   simultaneously engage in this study with other academic work. This
   
   consequently will cut down on the time devoted for the research work.
   
   
   

1.8  

Definition of terms

Attitude:is

an expression of favor or disfavor toward a person, place, thing, or event.

Educational

Administrators: Are employed in universities and colleges,

schools, preschools, and daycare centers. They manage routine activities and

provide instructional leadership at these institutions.

Information

and Communication Technology:Is an umbrella term that includes

any communication device or application, encompassing: radio, television, cellular

phones, computer and network hardware and software, satellite systems and so

on, as well as the various services and applications.