CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The integration of digital tools such as personal computers and the internet into the classroom is quickly becoming one of the most pressing issues facing educators everywhere (Williams 2019). Experts in the field of education, such as Wodi and Dokubo (2018), are of the opinion that when information and communication technologies (ICT) are employed in the appropriate manner, they offer enormous promise to improve teaching and learning in addition to shaping work force opportunities. According to Wodi and Dokubo (2018), an ICT-based learning intervention can either be used to enhance practical investigation or as a virtual alternative to real practical work. This is accomplished through the use of a simulation that supports exploration of the investigation model through a computerized representation of the phenomena that is being researched. Basic education is required for an individual to have the capacity and competence to obtain and use knowledge in today's rapidly changing world, which is characterized by competitiveness on the global market, increasing levels of automation, and growing democratization. In order to be relevant in today's global village, such abilities and capabilities need to find a place in information and communication technology. It is no longer a luxury, but rather a must for progress, to have access to knowledge and the capacity to efficiently utilize it. The use of new technological devices for the purpose of curriculum delivery, such as computers, the internet, CD-Roms, interactive videodisc instruction, computer-assisted instruction, computer-based instruction, computer-based learning, e-learning, and others, has been found to be very effective in the curriculum delivery of physics, and it has also been found to be useful to learners in the solution of learning tasks in education (Felder & Bent, 2014). Learners will find that new technologies make learning simpler, more efficient, more stimulating, and more intriguing. The computer is a piece of technology that serves many purposes, some of which are to aid in the delivery of classroom instruction, to offer concrete and realistic experiences, to make the processing of information simpler, quicker, more effective, and more enjoyable, as well as to promote scientific inquiry and scientific literacy, and many more (Nwosu, 2019). Therefore, computers may be utilized to expand the present scientific curriculum in general and the physics curriculum in particular through the adoption of a variety of teaching programs. This can be done in both public and private schools. According to research carried out in Nigeria, instructors, textbooks, chalkboards, and traditional laboratory and workshop facilities are no longer sufficient to deal with the quantity and type of information, skills, and competencies that are expected of students studying science in general and physics in particular (Okwo, 2006). Okwo (2016) has seen in the past that ICT, also known as Computer Assisted Instruction (CAI), has shown that it has the ability to deliver actual and realistic experiences, and that it also improves the processing of information simpler, quicker, and more effective. This is due to the fact that it brings in experiences from the outside world into the classroom, giving students the ability to go beyond what their professors are capable of teaching them. Because of the flexibility and convenience with which information and communication technology may be applied as a teaching aid or resource, it has helped to become an essential instrument for enhanced and efficient resource use in physics education. As a result, several governments worldwide have made large expenditures in computers, internet access, development and technological assistance (Eroha & Ekweme, 2017).

 Despite these commendable benefits, it is regrettable that Nigeria lags behind other industrialized nations in terms of its use of information and communication technology (ICT) in the delivery of educational services. Cirfat, Zumyil, and Ezemma (2006) conducted a research in which they found that secondary school pupils had a poor performance on a variety of aspects, including manpower, knowledge, and the utilization of computer-aided instruction. Research has also found that most secondary institutions in Nigeria have a low degree of understanding regarding information and communication technologies (ICT). It is the realization of the great potentials of computers and the internet in promoting effective physics curriculum delivery, as well as the urgent need to inculcate computer literacy in learners, that prompted the Federal and State Governments in Nigeria to equip secondary schools with computers and some information and communication technology (ICT) resources for effective teaching and learning. In addition, it is the urgent need to inculcate computer literacy in learners that prompted the Federal and State Governments in Nigeria to equip secondary schools with computers.

1.2 Statement of the Problem

1.3   Objectives of the study

This study was therefore undertaken to find out the availability, accessibility and level of utilization of ICT as a resource in the teaching and learning of art subjects in secondary schools in Nigeria. Other specific objectives includes:

i.          To determine the relevance of ICT in teaching and learning of art subjects in secondary school

ii.        To ascertain  whether there is availability of information and communication technology (ICT) in art subjects.

iii.      To ascertain  whether there is accessibility of information and communication technology (ICT) in secondary schools.

iv.      To investigate whether teachers utilize information and communication technology (ICT)  during classroom instruction in art subject.

1.4 Research Questions

i.          What is the relevance of ICT in teaching and learning of art subjects in secondary school?

ii.        Is there availability of information and communication technology (ICT) in art subjects?

iii.      Is there accessibility of information and communication technology (ICT) in secondary schools?

iv.      Does teachers utilize information and communication technology (ICT)  during classroom instruction in art subject?

1.5 Significance Of The Study

This study would be important to the following categories of people, Students, Lectures and Educational professionals

This is because it would identify policy options and strategies that would make ICTs more relevant and beneficial in humanities education The study will also sanitize the government on the importance of allocating more funds on the importance of allocating more funds to the educational sector especially in the provision of ICT equipment in higher education. It will also awaken lectures and students on the need for adequate embrace of ICTs through continuous training on the use of Information and Communication Technologies (ICTs). Empirically, the study will contribute to general body of knowledge  and serve as a reference material to student and scholars who wishes to conduct further studies in related field.

1.6   Scope of Study

This scope of this study borders on the availability, accessibility and level of utilization of ICT as a resource in the teaching and learning of art subjects in secondary schools in Nigeria. The study is however delimited to secondary school  in Ogoja Local government area in Cross river State.

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