INVESTIGATION ON BIOLOGY TEACHERS’ STATE OF READINESS FOR INTEGRATING ICT IN TEACHING AND LEARNING

INVESTIGATION ON BIOLOGY TEACHERS’ STATE OF READINESS FOR INTEGRATING ICT IN TEACHING AND LEARNING

CHAPTER ONE

INTRODUCTION

1.1 Background of Study

The term “technology” is an important issue in many fields, including education, in the twenty-first century. This is because technology has become the dominant mechanism of knowledge transfer in the majority of countries. Nowadays, technological integration has advanced and transformed our society, significantly influencing how people think, work, and live (Grabe, 2017). As part of this, schools and other educational institutions responsible for preparing students to live in a “knowledge society” must consider incorporating ICT into their curricula (Ghavifekr, Afshari & Amla Salleh, 2021).

The incorporation of computer-based communication into the daily classroom teaching process is referred to as information, communication, and technology (ICT) integration in education. Teachers are regarded as critical players in incorporating ICT into daily lessons and preparing students for modern life.

The digital environment.

This is because ICT can create a dynamic and proactive teaching-learning environment (Arnseth & Hatlevik, 2021). While the goal of ICT integration is to improve and increase the quality, accessibility, and cost-effectiveness of student teaching, it also refers to the benefits of networking learning communities to address current globalization challenges (Albirini, 2016). ICT adoption is a series of ongoing and continuous procedures that comprehensively support teaching and learning as well as information resources (Young, 2021).

In general, ICT integration in education refers to a technology-based teaching and learning process that is closely associated with the use of learning tools in schools. Because children prefer to learn in a technologically enhanced environment, the topic of ICT integration in schools,

It is especially important in the classroom. This is due to the fact that the use of technology in education significantly contributes to the pedagogical features in which the use of ICT leads to effective learning with the aid and support of ICT elements and components (Jamieson-Procter et al., 2021). Almost all subjects, beginning with mathematics, physics, languages, arts and humanities, and other critical topics, can be learned more effectively with technology-based tools and equipment. Furthermore, when it comes to successful computer-assisted learning, ICT provides assistance and complementary supports for both teachers and students (Jorge et al., 2019).

The need for ICT integration in education is critical because technology allows teaching and learning to take place not only in the classroom but also in the community. Even when teachers and students are physically separated in the classroom. However, ICT integration is a continuous learning process that provides a proactive teaching-learning environment rather than a one-time learning process (Young, 2021). ICT can be used in a variety of ways to help instructors and students learn about their respective subject areas. To make the learning experience more gratifying and meaningful, technology-based teaching and learning employs a variety of exciting techniques such as instructional movies, stimulation, data storage, database use, mind-mapping, guided discovery, brainstorming, music, and the World Wide Web (www) (Finger & Trinidad, 2022). Students, on the other hand, will benefit from ICT integration because they will not be limited by a limited curriculum and resources; instead, hands-on activities will be available.

in a technology-based course are intended to help them improve their understanding of the subject. It also assists teachers in developing successful, innovative, and captivating lesson plans, resulting in active learning from students. Previous research has shown that using ICT in the classroom improves the learning process and improves students’ active learning skills.

1.2 THE PROBLEM’S STATEMENT

Science educators and school science teachers have historically been poor at disseminating knowledge in the classroom (Olakulehin, 2019). Teachers are unsure how far technology can help in the facilitation and enhancement of learning (Fisseha, 2021). Of course, some instructors may have negative attitudes toward the use of ICT and refrain from using it in the classroom due to a lack of self-efficacy or a belief that it is ineffective. They are not prepared to teach using technology. Teaching and learning have become passive, with students’ attention rarely captivated and minds rarely engaged, especially in science courses (Olakulehin, 2020). As a result, student performance has suffered significantly, especially in biology. Several science students have been unable to pursue their preferred scientific subject at university because of their low biology grade. According to Akpan, Nigerian students in both primary and secondary school have lagged behind students in other African countries in scientific evaluation (2018). This situation has prompted experts to seek out new teaching methods, but to no avail. Administrators, teachers, parents, the Ministry of Education, and students are all concerned. As a result, the purpose of this study is to look into the state of mind of biology teachers.

readiness for integrating ICT in learning and teaching in selected schools in Kogi state.

1.3 THE STUDY’S OBJECTIVES

The study’s overarching goal is to investigate biology teachers’ readiness for integrating ICT in teaching and learning. The study specifically seeks to:

i. Determine the level of biology teachers’ awareness of the impact of ICT on student learning.

ii. Determine the level of biology teachers’ knowledge of incorporating ICT into their teaching among students.

iii. Determine whether biology teachers’ competence in integrating ICT is affected by their teaching experience with students.

iv. Determine whether there is a gender difference in biology teachers’ readiness to integrate ICT in learning and teaching.

1.4 QUESTIONS FOR RESEARCH

i. What is the level of awareness among biology teachers?

ii. How well do biology teachers know how to integrate ICT into their classroom instruction?

iii. Is biology teachers’ ability to integrate ICT dependent on their teaching experience with students?

Is there a gender difference in biology teachers’ readiness to integrate ICT in learning and teaching?

1.5 THE STUDY’S IMPORTANCE

ICTs are increasingly permeating all aspects of life (work, learning, leisure, and health). Because ICTs are excellent tools for information processing, the next generation must learn how to use them, acquire the necessary skills, and have access to computers and networks while in school (Kok, 2007). Schools are information and knowledge storage facilities. As a result of this research, ICT will be a critical information management tool.

from the classroom to the ministries. Schools will fundamentally revise current teaching practices and resources in order to create effective learning environments and improve students’ life-long learning skills and habits.

1.6 STUDY OBJECTIVES

This study focuses on a few public secondary schools in Kogi State’s Lokoja Local Government Area. Respondents will be principals, teachers, and students from these schools.

1.7 THE STUDY’S LIMITATIONS

The researchers encountered minor constraints while conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the fact that it is a new discourse, so the researcher incurred more financial expenses and spent more time sourcing relevant materials, literature, and data. or information and in the process of data collection, which is why the researcher chose a small sample size that included only public secondary schools in Lokoja Local Government Area, Kogi State. As a result, the findings of this study cannot be generalized to other secondary schools in other Nigerian states. Furthermore, the researcher’s involvement in this study while also working on other academic projects will impede maximum dedication to the research. Nonetheless, despite the constraints encountered during the research, all factors were minimized in order to provide the best results and make the research a success.