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PROJECT TOPIC: INVESTIGATION OF STUDENTS’ ATTITUDE TOWARDS WEB-QUEST INSTRUCTION AMONG PRE-SERVICE TEACHERS IN COLLEGES OF EDUCATION KATSINA, KATSINA STATE

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CHAPTER ONE

 INTRODUCTION

 1.1         Background to the Study

 Information and Communication Technologies (ICTs) have become key tools and have a revolutionary impact on how people see and live in the world. The place of ICTs in education and the world, in general, cannot be ignored. Modern day businesses are conducted and facilitated through the use of telephones, fax machines, and computer communication networks through the internet. This phenomenon has given birth to the contemporary e-commerce, e-government, e-medicine, e-banking, and e-education among others. Bandele (2006) summed up that ICT is a revolution that involves the use of computers, internet, and other telecommunication technology in every aspect of human endeavor. He posited that ICT is simply about sharing and having access to data with ease. It is regarded as the super highway through which information is transmitted and shared by people all over the world.

Web-Quests have become an effective method of incorporating technology with educational concepts. In an interview, Dodge stated his intention for creating a Web-Quest sparked from an interest in allowing his students to further connect with his in-class lesson (Starr, 2000). Using his knowledge of educational technology, Dodge was able to gather information and resources online to support his lesson plans. His creation of a student-centered activity had the ability to integrate online resources with activity-based learning (Dodge, 1995). The development of higher-order thinking skills with content-based learning in the Web-Quest format may prove to be successful, but further research is needed in this area. March (2000), one of the co-developers, states that Web-Quests “allow students to construct meaning on a complex topic, preferably in a way that motivates working together and testing ideas in a real-world

context” (2000, p.55). March has been another major proponent of Web-Quests in education and has contributed to the understanding of their use. His research addresses basic uses of Web-Quests in scaffolding, prompting, and procedural facilitation with various content areas.


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