THE%20IMPLICATIONS%20OF%20ICT%20AND%20NKS%20FOR%20SCIENCE%20TEACHING:%20WHITHER%20NIGERIA

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THE IMPLICATIONS OF ICT AND NKS FOR SCIENCE
TEACHING WHITHER NIGERIA

• BY
• FRANCISCA ALADEJANA
• INSTITUTE OF EDUCATION, OBAFEMI AWOLOWO
  UNIVERSITY,ILE-IFE,NIGERIA.

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INTRODUCTIONGlobally, ICT use is fast gaining
prominence.

• Merits of ICT use include
• Very few jobs today would not require the use of
  either or all of skills in technology.
• Promote students intellectual qualities and
  improve school attendance
• Promote supportive, interactive teaching and
  enable the creating of more effective curriculum
• Increase assess through distance learning
• Science teaching at the various levels still
  retain the old conservative approach
• teaching and learning in Nigeria to change with
  computer brought into the classroom.

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ICT USES IN NIGERIA

• Science teaching at the various levels still
  retain the old conservative approach.
• With the increased momentum of technological
  revolution across the globe, there is the need
  for teaching and learning in Nigeria to change,
  such that the computer is brought into the
  classroom.

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WHAT IS NKS ?

• NKS is a new concept consisting of 800 programmes
  covering a huge range of computational functions
  and concepts with extremely short and clear
  programmes that make use of the many programming
  paradigm in Mathematica
• NKS involves changing paradigm from computational
  sciences to the science computation.
• With NKS,many if not all natural processes can be
  thought of, as computations driven by simple
  algorithms, like biological growth patterns

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OBJECTIVES

• The specific objectives of the study are to
• Assess the availability of resources for computer
  assisted teaching and learning
• Identify other problems of ICT use for teaching
  and learning.
• Examine attitude to ICT and NKS use for learning
  among Nigerian undergraduates
• Determine the impact of the use of simple
  computer experiments and programmes on the
  learning of science

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METHODOLOGY

• Multiple research methods questionnaire,
  observation, discussion and interview
• Two questionnaires ARCAL to assess availability
  of resources
• Administered on 106 teachers from 25 secondary
  schools
• Selwyn-Soh Information Technology Attitude Scale
  (SSITAS) on 50 OAU undergraduates
• The five sub-scales of attitude assessed
  affective usefulness behaviour control and
  defense components

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METHODOLOGY (contd.)

• Semi-structured interview of 20 secondary school
  science teachers
• Observations were carried out in the classes of
  10 secondary school science teachers
• Analysis by descriptive statistics
• Rating of the subscales and overall attitude
  0-20 very poor 21-40 poor 41-60 good 61-80
  very good.

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RESULTS

• Teachers Use of ICT, NKS
• None of the teachers have heard about NKS and its
  relevance to science teaching
• 9.43 asked students to browse on the internet
• 2.83 have used overhead projectors and
• 1.89 makes use of CD-ROM containing educational
  topics
• 20.0 of schools have one or two computers
• While 4.0 have more than two computers.

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RESULTS (contd.)

• None of the schools have Laptop, LCD projector,
  video recorder, talking books, floor robots,
• 4.0 of the schools has an overhead projector
  4.0 has fixed line internet access
• 5.67 of teachers have personal computers.used
  for business and commercial purposes
• Some students have access to computer and
  internet outside the school setting
• Thus classrooms are still very much traditional
  without much influence on ICT and NKS.

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OTHER PROBLEMS OF THE USE OF ICT

• Unreliable internet assess in schools
• Lack of electricity
• Epileptic power supply
• Population explosion
• Inadequate funding
• Lack of technical experts
• Government policy
• Lack of professional training

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RECOMMENDATIONS

• Government should make concerted efforts to
  provide the required ICT facilities for secondary
  schools.
• There is need for government policies to take
  care of issues such as class size.
• Both pre-service and in-service training are
  necessary.
• NKS should be introduced to many other countries
  through workshops and seminars
• Fear and apprehensiveness of learners must be
  allayed by teachers.