EFFECT OF INFORMATION COMMUNICATION TECHNOLOGY ON EARLY CHILDHOOD EDUCATION DELIVERY

EFFECT OF INFORMATION COMMUNICATION TECHNOLOGY ON EARLY CHILDHOOD EDUCATION DELIVERY 

ABSTRACT

Early Childhood Education (ECE) is the education given in educational institutions to children prior to entering the primary schools. Recently, there have been heightening concerns raised by stakeholders concerning the quality of education in Early Childhood Development and Education (ECDE).The study investigated the effect of ICT on early childhood education delivery by taking the case of Achara Layout primary Schools in EnuguSouth, in the town of Uwani. Its to sought to establish the relationship between ICT and students‟ learning particularly looking at the availability, accessibility and user-ability of the ICT resources in Enugu.  The study was prompted due to the persistent report that students in Enugu are getting difficulties in their studies due to limited access and use of ICT resources. It was conducted through cross-sectional survey design; data was collected using questionnaires, interview techniques from a sample of 275 respondents out of a parent population of 1173 . In verifying the hypotheses, the researcher used Pearson correlation analysis method to find out whether students‟ learning was linearly correlated with ICT.  The study established that the availability of ICT resources in the Primary school is still very much wanting and very inadequate for the students to use. Because of the limited number of functional computers and the computer laboratory, accessibility is timetabled. It was found out that training was mainly limited to introduction to basic concepts of information technology, some application programs notably Ms office suit and internet; contextual training of students on how to use ICT in learning was not in practice.The researcher concluded that availability, accessibility and user-ability of ICT resourcessignificantly affect Early childhood education in Enugu. Based on the above, the researcher recommends that there is need for the Primary school to invest more in computers and related technology. Access to ICT tools should not be limited only in labs and library but expanded through establishment of ICT resource centre. ICT training should not be limited to Ms Office suites but rather aim at training students with the contextual skills to use ICT for their learning.

CHAPTER ONE

INTRODUCTION

1.1. Background

Information and Communication Technology according to (Ikoh and Nwankwo, 2013) plays an important role in the teaching and learning in Early childhood. It is a powerful means of communication and education. Due to its interactive nature, it has the potential to meet the needs of providing practical ways of constructively directing their own learning activities and  complete tasks in a way to meet their own interests and need.

There is little doubt that ICT plays a significant role in the everyday lives of people in these current times. As Yelland (2006) notes, “the very nature of our work and leisure time has been transformed, due to the presence of Information and Communication Technologies.” It has pervaded homes and society at large and this influences many aspects of most children’s everyday lives. As a tool, "ICT has the potential to transform the way  that education is delivered" (Fisher 2001). ICT can facilitate differentiation and individualization in education: it makes it possible to tailor both the content and the presentation of the subject matter to  the individual background, experience and needs of students. In addition, as Schiller & Tillett (2004) said “ICT enhances what is possible by amplifying what teachers are able to do, by providing an entry point to  content and enquiries that were not possible with out the use of ICT, by extending what students are able to produce as a result of their investigations, and finally by providing teachers with the opportunity to become learners again.”

The initial interest in the presence of Information and Communication Technologies (ICT) in Early Childhood Education (ECE) stemmed from extensive teaching experiences in the early childhood sector, where it was evident that ICT was becoming an increasing fixture in the teaching and learning environment. More recently, this interest shifted into a slightly different direction when working with early childhood student teachers within the teacher education context. It became increasingly apparent that teachers and student teachers displayed varying views of the part they considered ICT played or should play within these settings, coupled with how they chose to use or not to employ ICT resources. Haugland (2000) argued that computers and Information Communication Technology can be used in (developmentally) appropriate ways with very young children when they are ready to learn using information Communication Technology (ICT).

The author recommended that computers be introduced to young children when they are about three years of age. Information Communication Technology offers a multiplicity of uses and can be integrated into meaningful and learning opportunities for children, assist in administration and management of tasks. It has tremendous potentials to enhance early learning experiences, professional development, communicating with families and communities and administration in early childhood education services. Until fairly recently the bulk of literature in relation to ICT, was centered predominantly on the compulsory education sector. While ICT within the schooling sector has long been considered an integral component of the curriculum, the use of ICT within early childhood education had been afforded less attention. This lack of attention did not necessarily mean however, that ICT was non existent or not implemented within early childhood contexts. Several studies suggest that small groups of early childhood teachers have been implementing and integrating lCT within their teaching and learning contexts over a number of years. These innovative practices have contributed to increasing the profile of early childhood education both locally and internationally.

There are however, significant challenges that are considered stand in the way of ICT deployment in early childhood education, such as equity of access to equipment, and professional development provision, e,g. in terms of  training teachers.  Understanding gaps exist as Dale, Robertson, and Shortis (2002) predict that "the qualitative and quantitative gaps between the pupils' and the teacher's understanding of the affordances of ICT as a technology of teaching are much greater than has heretofore been the case with any other teaching technology.” Plowman and Stephen (2005), argued that the curriculum and assessment are less prescriptive for pre-school settings and the role of computers in driving up standards is not yet explicitly stated in pre-school policy documents. They also asserted that pre-school practitioners have a diverse range of qualifications and experience and settings sometimes have very few staff; according to them,  pre-school settings do not generally have a high level of ICT resources.

The Alliance for Childhood (2000) argues, for the removal of computers in American schools, as they consider that the use of computers is dangerous for children’s physical, emotional and intellectual development. On the other hand, Jones (2002) disputed these claims, as his research indicates that children were spending far more time watching television than working on computers.

The literature  reviewed on research evidence on the ways in which ICT is used in pre-school settings points to the paucity of good evidence-based writing on the subject   There is a consensus between policy makers, practitioners, academics, and parents on the relationship between play and learning and, increasingly, on the benefits of introducing children to ICT at an early age but there is little evidence-based guidance available for its use in pre-school education

1.1.2 Theoretical perspective

The study employed the theory of Cognitive Flexibility (Spiro & Jehng, 1992), emphasized by Kirkpatrick‟s four levels of evaluation (Kirkpatrick, 1994). The theory of Cognitive flexibility suggests that learners grasp the nature of complexity more readily by being presented with multiple representations of the same information in different contexts. It emphasizes the ability to spontaneously restructure one's knowledge in many ways, in adaptive response to radically changing situational demands. The theory largely concerns itself with transfer of knowledge and skills beyond their initial learning situation. Skills transfer can be described as learner‟s desire to use the knowledge and skills mastered in the training program on the job (Noe & Schmitt, 1986 in Yamnill & McLean, 2001). Behavioral change would likely occur for learners who learn the material presented in training and desire to apply that new knowledge or skills to work activities.

For the teachers and students to use and develop ICT materials that facilitate teaching and learning they should be in position to demonstrate high cognitive flexibility (Spiro, Feltovich,  Jacobson, & Coulson,1992). This puts emphasis on transfer of learning. Transfer of learning refers to the extent to which performance in one situation such as multimedia lesson is reflected in another situation such as working on the job or in a subsequent lesson (Allessi & Trollip, 2001). Therefore teaching is often a precursor to apply or use that knowledge in the real world for students in the classrooms.

1.1.3 Conceptual perspective

The World Bank (2003 citing Rodriguez & Wilson, 2000) opines that ICT is the set of activities which facilitate by electronic means the processing, transmission and display of information. According to United Nations Economic and Social Commission for Asia and the Pacific (UNESCAP, 2001) ICTs refer to technologies people use to share, distribute, gather information and to communicate, through computers and computer networks. In this study ICT is viewed as set of tools that can be used to process, avail and access, information and communication services or products. The services and products may include hardware and software; Internet, telephones/mobile phones, telefax, type writer, calculators, radios, televisions, hydraulic machines used in industries among others. Bakkabulindi (2002; 2000) observes that ICTs are of two major types namely; ICTs for converting or processing data into information such as adding machines, calculators, typewriters and computers; and ICTs for communication of data and or information from one place to another: These include telegraph, telephone, telefax and computer networks. These gadgets offer the possibility for an interactive approach. Interaction refers to the relation between the user and these gadgets. In this study, ICT further refers to the availability, accessibility and user-ability of these gadgets. Availability implies the presence of these ICT resources, accessibility means the degree to which these ICT resources are easily accessible by as many people as possible .User-ability refers to the capability of the students and teachers to use these resources to achieve specified goals.

Learning refers to concerted activity that increases the capacity and willingness of students to acquire and productively apply new knowledge and skills, to grow, mature and to adapt successfully to changes and challenges (Warschaure, 1996). Such learning empowers students to make wise choices, solve problems and break new grounds. Learning certainly includes academic studies and occupational training through high school and beyond. In this study, learning will refer to the process whereby learners acquire and master knowledge and skills imparted in them by the instructor and through interaction with technological tools in relation to their academic performance, work place preparedness and application of the acquired skills and knowledge.

1.1.4 Contextual perspective

Achara Primary School was set up to serve as a launch pad for equitable development in Nigeria by providing knowledge, skills and stimulating innovations in education, technology, economic advancement and social development. However, the Primary school faces many challenges in regards to the teaching and learning processes. Classical instructional methods have been and continue to be used in the teaching and learning process with their limitations in different circumstances varying depending on student and instructor needs. Little emphasis is being put on the embracement of educational technology, yet if properly used, ICT can provide an array of powerful tools that may help in transforming the present isolated teacher centered and text bound classroom into rich, students focused interactive knowledge environment. If not well addressed, investment in development of ICT in the Primary school will be wasteful and the teaching and learning process shall continue to be very slow limiting the Primary school from achieving the development it is hoped to bring in the Primary school mission.

1.2 Statement of the problem

Students‟ learning remains central in any academic achievement debate. ICTs provide a window of opportunity for educational institutions and other organizations to harness and use technology to complement and support the teaching and learning process. However, despite the enormous advocacy of ICT aided teaching and learning, investment and donation of ICT equipment to Enugu, the Primary school still faces the challenge of how to transform Early childhood education process to provide students with the skills to function effectively in this dynamic, information rich, and continuously changing environment.

The cause of concern is that unless this problem is addressed, investment in the development of ICT in the Primary school is going to be put to waste and improvement in the quality of teaching and learning is going to be sluggish. This may make the Primary school fail to achieve its mission and to produce graduates who are ready for the world of work which is increasingly reliant on ICT aided generation and dissemination of knowledge. In view of this discrepancy, there is need to examine the particular effects of availability, accessibility and user-ability of ICT resources on Early childhood education in Enugu.

1.3 Aims /Purpose

The main purpose of the study was to identify the perceived effect of the availability, accessibility and user-ability of ICT resources on early childhood education delivery in Enugu using cross-sectional survey design with a view to provide relevant recommendations.

1.4 Objectives

The specific objectives were:

• To examine the effect of the availability of ICT resources on early childhood education delivery in Enugu.
• To assess the effect of the accessibility of ICT resources on early Childhood education delivery in Enugu.
• To investigate the effect of the user-ability of ICT resources on early childhood education delivery in Enugu.

1.5 Research hypothesis

The study was guided by the following hypothesis:

1. Availability of ICT has effect on early childhood education delivery in Enugu.
2. Accessibility of ICT resources affects early childhood education deliveryin Enugu.
3. User-ability of ICT resources affects early childhood education delivery inEnugu.

1.6 Scope

The study on the Effect of ICT on Early childhood education was carried out in Enugu, South, Uwani town. The study specifically sought to determine the effects of the availability, accessibility and user-ability of ICT resources on Early childhood educationdelivery inEnugu.

1.7 Significance

The study should be of great importance to the policy makers and Primary school administrators of Enugu helping them to appreciate the usefulness of ICT in learning so as to come up with policies that promote ICT in early childhood education delivery.

The findings and recommendations of the study should be of importance to Enuguprimary school teachers and other teachers of higher institution of learning on the use of ICT to aid learning.

The researcher hopes that result of the study may be useful to future researchers with interest in examining further the effects of ICT on Early childhood education. This should lead to the generation of new ideas for the better implementation of ICT into learning process.

EFFECT OF INFORMATION COMMUNICATION TECHNOLOGY ON EARLY CHILDHOOD EDUCATION DELIVERY 

Sharing is caring!