CHALLENGES AND PROSPECTS OF ICT IN TEACHING OF AGRICULTURAL RELATED COURSES

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CHALLENGES AND PROSPECTS OF ICT IN TEACHING OF AGRICULTURAL RELATED COURSES

CHAPTER ONE

1.1 Background of the study

Developing agriculture and rural economy is one of the most important orientations of any Government. In Nigeria, the vigorous development of ICT has strongly influenced every socio-economic aspect to become the most significant motivation of the socio – economic development and poverty reduction. Nearly 75 % of Nigerians live in rural areas and are predominantly farmers. ICT has been creating not only opportunities but challenges to business in rural areas to narow the gap between different regions, realize gender equality and the advancement of women to promote sustainable growth and poverty reduction. The potential benefit of computerizing data input and information management is well known and apparent. r to all market sectors and industries including agriculture. Information promotes competition and improves market

Accurate and complete information is vital performance (Thompson and Sonka, 1997). At the firm level, information promotes the efficiency and effectiveness of production and customer service. Information may also increase the level of trust consumers have in a product or firm leading to increased demand.

It is readily accepted that increased information flow has a positive effect on the agricultural sector and individual firms. However, collecting and disseminating information is often difficult and costly. Information technologies (IT) offer the ability to increase the amount of information provided to all participants in the agricultural sector and to decrease the cost of disseminating the information. Research and literature already conducted regarding IT and the food and agribusiness industry have predominately focused on the effects that IT will have on the industry (Cragg, 1996). Fewer works can be found that attempt to understand the factors that cause the adoption and use of IT in agricultural organizations. Therefore, the need exists to understand why some agricultural industry participants adopt use of IT faster and more readily than others.

1.2 STATEMENT OF PROBLEM

The call for application of e-learning in secondary education is to infuse and inject efficiency and effectiveness in curriculum implementation. However, in developing countries like Nigeria, e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia courseware development among others (Global Information Technology Report, 2005) . Other studies indicated that there is dearth of trained Agricultural science teachers for e-learning, lack of facilities, infrastructures and equipment (Ikemenjima, 2005; and Jegede&Owolabi, 2008).

The problem is that e-learning in secondary education is challenged by the new technologies in terms of availability and use. It is against this background that the present study is carried out to determine the extent of availability and use of e-learning materials. Second, it seeks to identify possible strategies for availability and use in curriculum implementation “Lack of/inadequate inadequate ICT facilities in schools” ranks second with 108 respondents (61 percent). This finding is corroborated by Ndiku (2003) cited by Wims and Lawler (2007) who discovered that insufficient numbers of computers and peripheral devices inhibit deployment of ICT by Agricultural science teachers and by Plante and Beattie (2004) who observed that inadequate ICTs was a challenge to integration of technologies in Canadian schools. Similarly, Okwudishu (2005) discovered that unavailability of some ICT components in the schools hampered Agricultural science teachers’ use of ICTs. This problem may be due to underfunding (Enakrire and Onyenenia, 2007)

“Frequent electricity interruption” ranks third with 101 respondents (57 percent). Electricity failure has been a persistent problem militating against ICT application and use in Nigeria (Adomi, 2005a; Adomi, Omodeko, and Otole, 2004; Adomi, Okiy, and Ruteyan, 2003). This makes the few schools with ICT facilities unable to use them regularly.

“Poor ICT policy/project implementation strategy” attracted 94 respondents (63 percent).

The Nigerian Federal Government’s 1988 policy introduced computer education to the high

schools (Okebukola, 1997). The only way this policy was implemented was the distribution

of computers to federal government high schools, which were never used for computer

education of the students. No effort was made to distribute computer to state government or

private schools. Although the government planned to integrate ICTs into the school system

and provide schools with infrastructure, concerted efforts have not been made to provide facilities and trained personnel. Thus, most schools do not yet offer ICT training programmes (Goshit, 2006). The NEPAD e-Schools Project is expected to take care of an estimated 600,000 African schools. This means that not all schools will benefit from this initiative. Most countries participating in the NEPAD e-Schools Project have an ICT development policy or are creating one, but very few have clear implementation plans (Aginam, 2006). Evoh (2007) observes that despite the recognized role of ICTs in improving education, ICTs remain a low financial priority in most educational systems in Africa. He further observes that most countries in the region lack resources for a sustainable integration of ICTs in education, and that African countries face numerous competing development priorities. These range from budgetary constraints, management challenges, and shortage of Agricultural science teachers and other educational resources, to the dreadful impacts of HIV/AIDS on education. These are issues that vie for the attention of local policy makers. While all countries in the region acknowledge the strategic role of ICTs in development, only a few have established a comprehensive policy. When such policies exist, they tend to remain unclear and make little reference to implementation (James, 2001, cited by Evoh, 2007).

“Inadequate ICT manpower in the schools” was indicated by 91 respondents (52 percent). The main problem facing Nigeria and its ICT programme is workforce training (Goshit, 2006). Teaching as a profession in Nigeria is considered to be for poor people, therefore the few professional that are available prefer to work in companies and industries where they can earn better salaries. With this deplorable condition, Agricultural science teachers are not motivated to go the extra mile in assisting the students to acquire computer education (Oduroye,n.d).

“High Cost of ICT Facilities” attracted 83 respondents (47 percent). Cost has been reported as one of the factors which influence provision and use of ICT services (Adomi, 2006). The cost of computers is too high for many to afford. Monthly Internet rates are exorbitant and the charges for satellite television are unaffordable for most people in Africa (Brakel and Chiseuga, 2003). This has made it difficult for Nigerian seconndary schools to acquire and install ICT facilities for the use of Agricultural science teachers and students.

A total of 70 respondents (40 percent) indicated “Lack of/poor perception of ICTs among Agricultural science teachers and administrators” There is widespread ignorance and misconception about ICTs amongst Nigerians (Ighoroje and Ajayi, n.d). One of the major inhibitors to Nigeria fully embracing ICTs is the average Nigerian’s general lack of exposure to them. For most Nigerians, information technology is still something unfamiliar, distant, and mysterious. Rather than being seen as a tool for personal and national development, information technology is seen as a hurdle (NITDA, 2003). Some Nigerians are not aware of the existence and importance of the Internet (Adomi, Okiy, and Ruteyan, 2003). It has been reported that 75 percent of the Agricultural science teachers in the NEPAD’s e-Schools Project have no or very limited experience and expertise regarding ICTs in education.

Lack of/inadequate inadequate ICT facilities in schools .

Frequent electricity interruption.

Non integration into the school curriculum.

Poor ICT policy/project implementation strategy .

Inadequate ICT manpower in the schools.

High cost of ICT facilities/components.

Limited school budget .

Lack of/limited ICT skills among Agricultural science teachers.

Lack of/poor perception of ICTs among Agricultural science teachers and administrators

Inadequate educational software .

Poor management on the parts of school administrators and government .

Lack of maintenance culture .

Lack of interest in ICT application/use on the part of students.

1.3 OBJECTIVE OF THE STUDY

i. To evaluate Agricultural science teachers’ attitude towards ICT use in the implementation of Agricultural science curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.

ii. To find out students’ attitude towards ICT use in the implementation of Agricultural science curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.

iii. To compare the attitude of Agricultural science teachers and students across gender in the implementation of Agricultural science curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.

(iv) To know the constraints of applying ICT teaching and learning of Agricultural science in secondary schools in Kaduna state.

(v) To justify the fact that lack of knowledge of ICT by Agricultural science teachers is one of the major constraints in the use of ICT in teaching and learning of Agricultural science in secondary schools.

(vi) To evaluate the possible strategies for improving the use of e-learning materials in secondary schools.

1.4 RESEARCH QUESTIONS

i. How can one evaluate Agricultural science teachers’ attitude towards ICT use in the implementation of Agricultural science curriculum in selected secondary schools in Rachuonyo South District, Kaduna state?

ii. What are the students’ attitude towards ICT use in the implementation of Agricultural science curriculum in selected secondary schools in Rachuonyo South District, Kaduna state?

(iii) What are the constraints involve in applying ICT teaching and learning of Agricultural science in secondary schools in Kaduna state?

(v) Is lack of knowledge of ICT by Agricultural science teachers is one of the major constraints in the use of ICT in teaching and learning of Agricultural science in secondary schools?

(V) What are the possible strategies for improving the use of e-learning materials in secondary schools?

1.5 REARCH HYPOTHESIS

H0: One cannot evaluate Agricultural science teachers’ attitude towards ICT use in the implementation of Agricultural science curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.

H1: One can evaluate Agricultural science teachers’ attitude towards ICT use in the implementation of Agricultural science curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.

H0:There are no significant relationship between students’ attitude and ICT use in the Agricultural science in selected secondary schools in Rachuonyo South District, Kaduna state?

H0: There are no constraints involve in applying ICT teaching and learning of Agricultural science in secondary schools in Kaduna state.

H1: There are a lot constraints involve in applying ICT teaching and learning of Agricultural science in secondary schools in Kaduna state.

H0: Lack of knowledge of ICT by Agricultural science teachers is not one of the major constraints in the use of ICT in teaching and learning of Agricultural science in secondary schools.

H1: Lack of knowledge of ICT by Agricultural science teachers is one of the major constraints in the use of ICT in teaching and learning of Agricultural science in secondary schools.

1.6 SIGNIFICANCE OF THE STUDY

This research work centered on the constraints to effective use of ICT in teaching and learning of Agricultural science in secondary schools in Kaduna stateThis topic is of major interests which will benefit the entire public, students, researchers, lecturers and so on.

1.7 SCOPE OF THE STUDY

This research work centered on constraints to effective use of ICT in teaching and learning of Agricultural science in secondary schools in Kaduna state.

1.8 LIMITATION OF STUDY

Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:

i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.

ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.

iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Agricultural science teachers in secondary schools in Kaduna state find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.

Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.

1.9 DEFINITION OF TERMS

Education: Education is a complex social undertaking, and there is no easy way to analyze the many dimensions of the policies involved. Nonetheless, we can begin with the simple characterization of higher education as a process involving the allocation and use of available resources to achieve certain instructional, social and/or economic objectives

“Computer literacy” : “Computer literacy”is a commonly used term in the business world, but it is not precisely defined. Computer literacy, in general, is being knowledgeable about the computer and its applications (Rochester & Rochester, 1991). Such knowledge appears to have two dimensions: conceptual, and operational (Winter, Chudoba, & Gutek,1997). The conceptual dimension includes an understanding of the inner workings of a computer or general computer terminology.

Literacy: Literacy means the ability to read and write.6 In this study, the term “literacy” is the ability to read programs and instructions. Teachers. A teacher is a person employed in an official capacity for the purpose of giving instruction to students in an educational institution, whether public or private.

Competence : In this study, “competence”, refers to the ability of high school teachers to apply their teaching skills, classroom management skills, and evaluation skills in the field of teaching. Computer. Is an electronic device capable of interpreting and executing programmed command for input, output

Computer-assisted instruction” (CAI): Computer-assisted instruction” (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways.

Computer assisted instruction involves using computer technology in order to teach. This can be used by a teacher in addition to lecture.

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