A CRITICAL EVALUATION OF THE POTENTIALS IN TECHNOLOGY AND ITS EFFECTIVENESS ON PRIMARY EDUCATION IN LAGOS STATE

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A CRITICAL EVALUATION OF THE POTENTIALS IN TECHNOLOGY AND ITS EFFECTIVENESS ON PRIMARY EDUCATION IN LAGOS STATE

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

During the last decades, considerable resources have been invested in hardware, software, connections, training and support actions under the scope of improving the quality of teaching and learning. A major tenet of the policies that supported the introduction of information and communication technologies (ICT) in education was that they can become catalysts for change. Undoubtedly, some countries have made considerable progress in bringing networked ICT into education and made it possible for teachers and learners to use them on a daily basis. In many other cases, however, implementation policies have not been a consequence of systematic analysis and reflection. As a consequence, we still know little about the impact and effectiveness of ICT in education. To close this gap, this paper will be examining the positive and negative impact of ICT on education. Keywords: Information and Communication Technology (ICT), education, performance.

Information and communication technology (ICT) is one of the most important driving forces promoting economic growth in the economy. However, there is less of a consensus among economists on whether the impact of ICT also stems from higher total factor productivity (TFP) growth and improved efficiency of production (due to a better educated population). During the last two decades countries have invested heavily in ICT. Indeed, the use of ICT in education and training has been a key priority in Nigeria in the last decade, although progress has been uneven. ICT has had a major impact on the education sector, on organisation and on teaching and learning methods. Yet there are considerably different ICT expenditure levels between institutions within the country. Some schools have embedded ICT into the curriculum, and demonstrate high levels of effective and appropriate ICT use to support teaching and learning across a wide range of subject areas. However, some other schools are in the early phase of adopting ICT, characterised by important enhancements of the learning process, some developments of e-learning (ICT-enabled learning), but without any profound improvements in learning and teaching (Balanskat et al., 2006).

1.2 Statement of the problem

One puzzling question concerns the effective impact of these technologies on educational outputs and outcomes. As ICTs are being increasingly used in education, indicators to monitor their impact and demonstrate accountability to funding sources and the public are ever more needed. Indicators are required to show the relationships between technology use and educational performance.

1.3 Objectives of the study

1. To understand the use of digital technology in enhancing what we are already doing?

2. To know how we can develop curriculum and pedagogy that are empowering to children now and for their future personal, social, economic and political lives?

3. To understand how we can interpret the curriculum to better account for children’s diverse digital practices in their lives outside school?

4. To ensure that discussions around technology use are embedded in broader

discussions about pedagogy? And how might pedagogies need to change?

5. To know how we can avoid limiting our ideas about what might be possible by seeing possibilities only through existing frameworks (e.g. linked to curriculum, ideas about effective teaching and learning, assessment, and ‘established’ measures of impact)?

1.4 Research questions

1. How far do uses of digital technology enhance what we are already doing?

2. How can we develop curriculum and pedagogy that are empowering to children now and for their future personal, social, economic and political lives?

3. How might we interpret the curriculum to better account for children’s diverse digital

practices in their lives outside school?

4. How can we ensure discussions around technology use are embedded in broader

discussions about pedagogy? And how might pedagogies need to change?

5. How can we avoid limiting our ideas about what might be possible by seeing possibilities only through existing frameworks (e.g. linked to curriculum, ideas about effective teaching and learning, assessment, and ‘established’ measures of impact)?

1.5 Research hypothesis

H0: Technology potentials does not have a significant impact on primary education

H1: Technology potentials have a significant impact on primary education

H02: There is no relationship between technology and the development of primary education

H2: There is a relationship between technology and the development of primary education

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