1.1 Background of the Study
Information and communication technology (ICT) is an instructional technology to enhance teaching and learning in pre schools, it is the application of organized or scientific knowledge to practical tasks of teaching and learning in pre-schools.
According to Akinola and Aremu, (2000) instructional technologies incorporate the tools and making present support to reinforce teaching and learning on pre schools pupils.
Technology is this respect involves broad based technology including it methods, management and it applications, that support the creation, storage, manipulations and communication of information on pre-school pupils.
An information and communication technology (ICT) tool includes the following; i.
Computer i.e. keyboard
Audio visual i.e. television, video games, telephone, radio cassette. iii.
Internet printed materials i.e. pictures, chat, all this tools play a vital and central role in information technology on pre-school pupils.
Modern day instructional materials strategies, therefore, it enables preschool learner to acquire desirable quality and technical competence on their academic achievements (Odewunmi; 1993) research done on internet and technology in the classroom has shown that it increases the amount of interactive activities and collaboration in the classroom. Teacher and pupils collaboration is a requirement of the constructive view point, since we are trying to have the pupils to construct their own world view of their surroundings and information that we give them, having the figurative key to the ICT will open them to more building blocks to construct their own world. As a teacher I’m suppose to provide building blocks as opposed to the force seeding, lecture style of chalk and talk and traditional used.
Since these will be use to scaffold the pupils into better understanding of the world around them. The information communication technology (ICT) is valuable in the pupils’ academic achievement.
The pupils becomes the main agent in learning taking care more instructive and collaborating with other pupils to make learning a social interaction instead of traditional way of transfer of pre package information (Hassan and Stephen 2000) i.e. the chalk and talk method. The pupil’s role changes from passive listeners and note talker to active participant in discussion. When new technologies are used in the classroom this seems to be a fairly predictable pattern of technology used instead of traditional classroom which can be framed in modes adapted.
Using information and communication technology (ICT) tools is a source of obtaining information and knowledge to assist pre school pupils on their academic achievement, these tools is used to enhance teaching and learning in a modern way instead of traditional way of teaching. The use of ICT tools is to solve the pupil’s academic problem in the classroom.
A study was done with West Virginian teachers, and 40% of the teachers said that the technology tools was the key way to reform teachers result in their higher achievement in the areas of communication with the pupils.
Finding in this research compliment, found that, technology tools counts 98, a joint project done by Milken exchange and education achievement.
The study said that information and communication technology (ICT) tools and internet help were related to the higher grades it help in problem solving skills and critical thinking skills. This implementation of technology also levied the social and economic difference of pupils in classroom. Pupils who don’t have their ICT tools at home such as computer i.e. keyboard, audiovisual such as computer i.e. television, telephone, radio cassette and DVD player and internet printed materials is chat and pictures.
ICT tools placed inside of the actual programme use with the various subject areas, was much more...
References: Adomi, E.E, & Anie, S.O. (2006). An assessment of computer literacy skills of professionals in Nigerian university libraries. Library Hi Tech News 23 (2): 10-14.
James, T. (Ed.) (2001). An information policy handbook for Southern Africa: A knowledge base for decision-makers. Johannesburg: International Development Research Center 's (IDRC) Regional Office for Southern Africa.
Ndiku, L. (2003). The problem encountered by school personnel in `the implementation of computer use in secondary schools in Uasin Gishu District. Unpublished thesis: Moi University, Eidoret.
Please join StudyMode to read the full document