ABSTRACT: The study examined the use of ICT utilization and teaching of biology in secondary schools. A survey research design was used, while the population of the study was 21 Biology teachers in all the nine (9) public secondary schools in the study area. The sample size was 16 Biology teachers from 6 purposively selected public secondary schools in the area. Two hypotheses were raised to direct the study. Instrument called “Information and Communication Technology for Biology Teaching Questionnaire (ICTBTQ) was used for data collection. Data collected were analyzed using chi-square method.
ICT utilization and teaching of biology in secondary schools
The results of findings revealed that there is a significant influence of internet usage on the teaching of Biology in secondary schools in Esit Eket Local Government Area and that there is a significant influence of video tape recorders usage on the teaching of Biology in secondary schools in Esit Eket Local Government Area. Based on findings, the researcher recommended among others, that in-science, training opportunity should be given to science teachers so as to help them build technological skills and ICT for effective science teaching.
1.1 Background of the Study
Information Technology (IT) is concerned with the use of technology in large organization. In particular, information technology deals with the use of electronic components and computer software to converts, store, protect, process, transmit and retrieved information. It could be noted that in United Kingdom education system, information technology was formally integrated into the school curriculum when the natural curriculum was devised (Wetzel; 2011). It was quickly realized that the work covered was useful in all subject.
With the arrival of the internet and the broad band connections to all schools, the application of information technology knowledge, skills and understanding in all subjects became a reality. This change in emphasis has resulted in a change of name from Information Technology (IT) to Information and Communication Technology (ICT).
However, information and communication technology in education can be understood as the application of digital equipments to all aspects of teaching and learning. It is presents in almost all schools in advance countries and is of growing influence. Hubert (2006), notes that for the past three decades, there is a legitimate concern that developing countries have been slow in terms of facilitation of learning among the majority of citizen. The national grid for learning, Uk government initiative (2010) indicated that teachers must move swiftly to more internets and web based work in schools. According to Busari (2016), the whole world is experiencing the advancement of science and technology. Each nation is either a powerful producer of technology or a consumer of other nation’s technology efforts.
Infact technology has made the whole world a global village and ICT breakthrough has made a new landmark in globalizing education. Similarly, the use of ICT is fast gaining prominence and bearing one of the most important elements deforming the basis competencies of the teachers and the students. According to World Bank (2012), ICT consists of the hardware, software, networks and media for the collection, storage processing, transmission and presentation of information, the use of ICT falls into four major categories; constructing knowledge and problem solving (through the internet-mail, CD-Roms, databases, video conferencing); using process skills; aiding explanation of concepts; and communicating ideas (power point, desktop publishing).
The use of ICT in teaching is a relevant and functional way of providing education to learners that will assists in imbibing in them the required capacity for the world of work. Researches has shown that there is a low level of ICT awareness in most secondary institutions in Nigeria (Busari; 2016, Iroha & Ekweme 2013). Realizing the need to inculcate computer education in out schools, the Federal government of Nigeria approved the National Information Technology Policy in March 2005. The vision statement of the policy is to make Nigeria an ICT capable country in Africa and a key player and the information society by 2009.
Teaching and learning using activity based method (hand-on-minds-on) such as computer and other ICT resource helps makes teaching and learning effective and permanent. The versatility and ease with which ICT applies itself as a teaching aids or resource helps makes it indispensable tool for improved and efficient resource in science institutions. However, through the use of ICT, whether CD-Rom, Power Point etc. The teaching and learning of Biology is interesting.
According to Osunade (2013), internet is a valuable sources of information for teachers and students looking for ideas for projects and assignment. Supporting this Agommuoh and Nzewi (2013), believed that secondary school student who are exposed to video-based instruction in Biology had significantly better results than those who were taught using the conventional method. It is against this bank drop of looking at ICT as a medium of instruction in teaching Biology in secondary schools that this study is conceived. Therefore, the study is an attempt to find out the level of availability and utilization of ICT resources for Biology teaching in secondary schools in Esit Eket Local Government Area.
ICT utilization and teaching of biology in secondary schools
1.2 Statement of the Problem
The use of ICT resources revolutionized and altered the economic, social, educational and environmental conditions of mankind the world over. The utilization of ICT has practically changed and improves everything including medicine manufacturing, accounting, teaching and learning, among others. The ease with which ICT applies itself as a resources in teaching and learning help makes it an indispensable tool for improving efficient method of teaching.
Researchers have shown that teachers in Nigeria in general and Esit Eket in particular do not have ICT support from their employer, and majority rarely applies ICT in instructional delivery (Busari 2013, Cirfat, Zumyil and Ezemma, 2013 & Nwosu, 2016). This is not too comfortable because skill demand profile globally has shown that internet and network skills top (Marrilla, 2010). The fact that the future of our educational development depends on modern technology cannot be overemphasized. This technology stems from the availability and accessibility of resources such as ICT. The researcher observed that most schools lack material resources such as ICT. This condition can lead to in effective teaching and learning of Biology and others science related subject was undertaken to find out the level of availability and utilization of ICT for Biology teaching in secondary schools