Attitude Of Educational Administrators To ICT Usage In Secondary School Management (A Case Study Of Wuse Comprehensive College, Abuja)

Attitude Of Educational Administrators To ICT Usage In Secondary School Management (A Case Study Of Wuse Comprehensive College, Abuja)

Abstract

This research work was carried to assess the administrators to ict usage in secondary school management (a case study of wuse comprehensive college, abuja), research suggests that a significant minority of teachers do not see considerable learning benefits for students from ICT, regardless of the sophistication of their ICT systems. Three research question were formulated on the course of this work and descriptive research design was adopted. The quality should reflect in keeping important personal staff records, students’ academic records and confidential documents in a computerized database. In essence, school administrators must be trained and exposed to the latest ICT facilities available for optimal performance so as to improve our educational system in order to meet the global demand for quality education for sustainable development. Thus it was recommended that Providers of secondary education should strive to use quality and reliable ICT hardware and software supported by highly skilled personnel armed with the knowledge and skills needed to ensure that the system runs smoothly. Government should ensure that the eclectic nature of power supply in the country be greatly worked upon to improve on the supply of electricity. The quality circle approach should be adopted in the designing of course contents and learning materials to ensure quality in course content delivery. A software program like for example Microsoft Access, could be implemented in order for the school principal and coordinators to portray some personnel aspects, like for reasons for teachers absence. Also, teachers’ professional development could be described (seminars attendance and postgraduate courses). Furthermore, this program will enable educational administrators to observe teachers’ performance in relation to students’ grades. Data regarding students’ grades could be provided by Avakio.

Chapter One

Introduction

1.1 Background of the Study

According to Daniels (2002) ICTs have become within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. However, there appears to be a misconception that ICTs generally refers to ‘computers and computing related activities’. This is fortunately not the case, although computers and their application play a significant role in modern information management, other technologies and/or systems also comprise of the phenomenon that is commonly regarded as ICTs. Pelgrum and Law (2003) state that near the end of the 1980s, the term ‘computers’ was replaced by ‘IT’ (information technology) signifying a shift of focus from computing technology to the capacity to store and retrieve information. This was followed by the introduction of theterm ‘ICT’ (information and communication technology) around 1992, when e-mail started to become available to the general public (Pelgrum, W.J., Law, N., 2003). According to a United Nations report (1999) ICTs cover Internet service provision, telecommunications equipment and services, information technology equipment and services, media and broadcasting, libraries and documentation centers, commercial information providers, network-based information services, and other related information and communication activities.

The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, and research (Yusuf, 2005). A great deal of research has proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow’s workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005).As Jhurree (2005) states, much has been said and reported about the impact of technology, especially computers, in education.

1.2 Statement of the Problem

A majority of educational administrators perceive ICT to offer advantages to school management but many also struggle to see specific benefits and methods for use. A number of studies have identified these contrasting perceptions from educational administrators. (Korte & Hüsing 2007, Balanskat et al 2006, Becta 2008). In an EU Schoolnet (2010) pre-pilot educational administrators survey on usage of Acer netbooks involving 6 countries, a significant majority of educational administrators agreed that netbook use impacted positively on learning, allowed for personalized learning and helped to extend learning beyond the school day. However, other research suggests that a significant minority of teachers do not see considerable learning benefits for students from ICT, regardless of the sophistication of their ICT systems. The Empirical survey found that a fifth of European teachers felt that using computers in class did not have ‘significant learning benefits for pupils’ (Korte & Hüsing 2007)1 . A survey of UK teachers also showed that educational administrators’ positivity about the possible contributions of ICT was moderated as they became ‘rather more ambivalent and sometimes doubtful’ about ‘specific, current advantages’ (Becta 2008, p45).

1.3 Objectives of the Study

1. To know the level of ICT use for educational purposes by educational administrators.
2. To analyze the attitudes among educational administrators, towards the use of ICT for educational purposes.
3. To determine the significant relationship between educational administrators’ level of ICT use and their attitudes towards ICT.

1.4 Research Questions

1. What is the level of ICT use for educational purposes by educational administrators?
2. What are the attitudes among educational administrators, towards the use of ICT for educational purposes?
3. Is there a significant relationship between educational administrators’ level of ICT use and their attitudes towards ICT?

1.5 Research Hypotheses

• Ho: There is no significant relationship between educational administrators’ level of ICT use and their attitudes towards ICT.
• Hi: There is significant relationship between educational administrators’ level of ICT use and their attitudes towards ICT.

1.6 Significance of the Study

The purpose of this article is to share with the readers the findings of a study conducted to investigate the level of ICT use among educational administrators. Also, this study seeks to investigate the attitudes of educational administrators towards the use of ICT for educational purposes. Technology is now at the threshold of its maturity within all the sectors. An overview of the research in the value of using ICTs in management of school process shows that the utilization of ICT will have a major influence on the management of school process. On other words, ICTs had proved to be an effective tools for educational purposes, although it has extend and transformed the way students learn and teachers teach. This research will serve as a pivot for other researchers that may want to research on this topic.

1.7 Scope / Limitations of the Study

This study concerned with the attitude of educational administrators to ICT usage in secondary school management using wuse comprehensive college Abuja as the case study.

Limitations of Study

1. Financial Constraint

Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

2. Time Constraint

The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.8 Definition of Terms

Attitude:

Is an expression of favor or disfavor toward a person, place, thing, or event.

Educational Administrators:

Are employed in universities and colleges, schools, preschools, and daycare centers. They manage routine activities and provide instructional leadership at these institutions.

Information and Communication Technology:

Is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications.

Chapter Five

Summary, Conclusion and Recommendation

5.1 Summary

This study explored the diverse factors that affect or militate against the attitude of educational administration in Wuse comprehensive secondary school Abuja the use of information and communication technology in quality management of secondary schools. It focuses on ascertaining the relationship between current level of the of ICT, factors militating against full integration of information and communication technology and the current level of adequacy of government support for ICT in the secondary school administration. The research strategy and design of this investigation however are in tune with other studies in the domain which makes the study valid and reliable contrary to the expectation of the researcher, the three research questions tested among variables and the standard of school administration.

The findings pointed to the fact that the current use of ICT in secondary schools by administrators is good. Results of this study further revealed that the cost of ICT facilitates procurement and poor or inadequate of software, weak supporting infrastructure and dearth of skillful manpower in the secondary school administration. Respondents were greatly dissatisfied on the non-provision of infrastructure and training to effectively use the available facilities.

Based on the third research question shows how important trainings on ICT is important because no administrator in ICT can give what he/she has not be trained for, so therefore the respondents accepted that there is a significant relationship between educational administrators’ level of ICT use and their attitudes towards ICT.

5.2 Conclusion

There ought to be the realization that there is quality in the management the secondary schools by the school administrators we have in our public secondary schools. The quality should reflect in keeping important personal staff records, students’ academic records and confidential documents in a computerized database. In essence, school administrators must be trained and exposed to the latest ICT facilities available for optimal performance so as to improve our educational system in order to meet the global demand for quality education for sustainable development. These kind of professional trainings are the type that school administrators acquire in order to effectively carry out the role of school administration. Thus, this research has both practical and conceptual aims which facilitate a broad understanding of the issues surrounding school administrator effectiveness in connection with their competencies.

Furthermore, in this circumstances, government support which include subsidized training, celebrate policy to encourage and promote greater use of ICT in school administration, proper channel of creating awareness and encouraging higher institutions to develop short time diploma certificate programmes to assist human resources development of the effective administration and strategic planning are essential to help revitalize the archaic secondary school administrative procedures that do not encourage optimal academic and management performance. This is because ineffective administration and planning have been identified as factors that hinder educational productivity in Nigeria (Aderounmu and Ehiametalor 2001).

The generalized ability of the research work can be seen from the design of the questionnaire are themes borrowed from questionnaires used by researchers for teacher education studies which were modified to suit this research objective. In a broad context, the work enables the research findings and results to be replicable in other institutions around African. Nevertheless, to generalize the findings to other parts of Nigerian and African countries is almost impossible to establish at this point. However, in light of the small sample and the number of institutions sued, the spread of the respondents’ demographic variable such as gender, age, status, qualification and length of service, couple with the location from which the data was collected and against the backdrop of the similarity of the teacher education programs in Nigeria, in addition to the respondents honesty makes the findings of this study fascinating.

This work supports the findings of other studies which highlight its relevance. In conclusion, this research endeavor helps to explain or describe the factors that hold back successful teacher education and professional growth in Nigeria. However, the uncovered factual details are only interpretations made from empirical findings associated with this particular research project. In order to improve on the general study’s findings, studies could increase the sample size as well as take into account the composition of the research subjects. Additional variable that cause problem for teacher education in Nigeria other than the ones dictated in this study could be explored.
Finally, this research could be replicated in other settings by incorporating many universities and colleges of education in Nigeria in order to further validate this study’s findings.

5.3 Recommendations

To ensure quality in secondary education in Nigeria, it is recommended that

Educational administrators (Teachers) in secondary should undertake mandatory training and retraining of ICT programmes to provide them with practical and functional knowledge of the computer, internet and associated areas of ICT. This will make them ICT-complaints.

Providers of secondary education should strive to use quality and reliable ICT hardware and software supported by highly skilled personnel armed with the knowledge and skills needed to ensure that the system runs smoothly. Government should ensure that the eclectic nature of power supply in the country be greatly worked upon to improve on the supply of electricity. The quality circle approach should be adopted in the designing of course contents and learning materials to ensure quality in course content delivery.

Adopting and implementing the Avakio- (a computer program developed in Greece-) in order to manage information in secondary schools in relation to student teachers’ data and also for general administrative and managerial purposes. Avakio also records teachers’ personal data (address, phone numbers etc) and teachers’ absenteeism numerically. A software program like for example Microsoft Access, could be implemented in order for the school principal and coordinators to portray some personnel aspects, like for reasons for teachers absence. Also, teachers’ professional development could be described (seminars attendance and postgraduate courses).

Furthermore, this program will enable educational administrators to observe teachers’ performance in relation to students’ grades. Data regarding students’ grades could be provided by Avakio.

The Avakio presents some limitation problems where the school has more than 25 classes. Therefore in this case, it requires extensive training to overcome problems. Using ICT may not save time at first, because it takes time to learn how to use computerized programs. Nevertheless, after well-organized training, significant amount of time could be saved by using ICT, and more quality time could be spent on school’s objectives and aims.

Attitude Of Educational Administrators To ICT Usage In Secondary School Management (A Case Study Of Wuse Comprehensive College, Abuja)

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