Related Post
The Impact of Smart Board Technology In The Academic Performance Of Secondary School Students In Computer Studies
CHAPTER ONE/INTRODUCTION
Background to the Study
Much attention has been provided to the use of ICT in educational institutions, including schools and universities. Many studies were conducted about such use. Many studies- e.g. Hussain et al. (2017)- suggest that the use of ICT can significantly improve students’ learning outcomes, such as achievement and retention.
Many educators recently make use of smart board. Smart board is a touch sensitive screen that works in conjunction with a computer and a projector. The board is a special type of interactive tourch sensitive screen that can be used to collaborate and communicate with students in the classroom; or colleagues over the internet where there is electricity, an outlet to plug a computer and a projector. A Smart board can be used to enhance the quality of instruction delivery and increase clarity and degree of detail of a lesson.
A Smart board technology introduced in (2009) had dual touch interactive smart board. The dual touch smart board accepts two simultaneous touches, on two separate sides of the surface. Smart Board is different from tablet computing \which commonly displays images. The Smart Board operates as part of a system that makes use of an interactive whiteboard, a computer, projector and interactive software commonly called Smart notebook or collaborative software. The components are connected wirelessly, via USB or special cables. A projector connected to the computer displays images on the Smart board.
Computer technology dramatically changed every aspect of the society including education, marketing among others. The change presupposes the need for examinations on how best to utilize smart board in education to enhance proper understanding by the learners.
As computer technology has continued to evolve, its tools or devices have become increasingly complex. Michael Dertouzos (1997) refers to the importance of computer interfaces with other devices and to the development of “Smart tools” which would be components in intelligent rooms, where computer will be embedded in all aspect of one’s environment. Seymour (1995) describing the role of smart board in education coined the term “mathematics” to indicate the manner in which students learn as opposed to the manner in which educators teach. The author further stressed the importance of the board as helping students in Piaget, and Vygotsky (1993) stated that allowing students control their learning process affords them the opportunity to collaborate with one another which subsequently encourages them to interact with computers and other smart devices educators can use Smart Board in the classroom in the context of new ideals and views in the learning process.
Solvie (2001) investigated the correlation between the use of a Smart Board as a delivery tool for literacy instruction in a first grade classroom and students’ attention and participation in the literacy lessons. The study found out that Smart Board interactive board created enthusiasm for individualised learning among students. Sovie (2004) in a study on smart board and its effect in students learning reported that the Smart Board effectively engaged students in literacy learning. In addition, Cox et al (2003) also found out that Smart Board allows teachers to gain deeper understanding of their students’ needs while students are better able to learn through collaboration with each other. Kent (2003), indicated that teaching with interactive Smart Board is more fun, enjoying, exciting, and impacting on the speed and depth of learning.
Smart Board appeals to both intrinsically and extrinsically motivated students. According to a case study of the Jennings school District (2005) in St. Louis missiouri, Dr Terry stewart and his staff believed that students’ performance should not be defined by test scores alone but also by attendance levels, motivation and behaviour. The author further stated that putting Smart Board in the hands of properly trained staff improves classroom enjoyment and motivation, particularly on the part of extrinsically motivated learners. It also leads to less student truancy.
. Bell (1998) added that answers to opened questions indicated that students were more involved, attentive and motivated when lessons were taught using smart board rather than any other teaching methods. Blanton and Helms-Breazeale (2000) in their study indicated that if students are given the opportunity to view someone they like or respect; demonstrate behaviour they have acquired, then they stand a better chance of acquiring that behaviour. The Smart Board allows the students to watch peer leaders prompt and perform the appropriate behaviour which made the ownership of those behaviour much more enticing. This is because Students with short attention span can attend any situation as long as it is on the television screen.
In addition to making learning more enjoyable and interesting for students, Smart Board intrinsically motivated the students to volunteer to demonstrate knowledge on the Board in front of their peers as a means of showcasing individual achievement. Extrinsically motivated students are enticed by the “wow factor” of the Smart Board and are motivated as a result of the enjoyment they experience from using the board. With the use of Smart Board, teachers develop many creative ways to capture students’ attention and imagination. Bush et al. (2004), found that Smart Board made teaching more visual and learning more interactive which in turn, encourages greater participation of the students, thus improving their motivation and concentration.
According to Cunningham et al. (2003), it is the visual nature of the Smart Board that keeps students on task as everyone in the classroom becomes more attentive watching the acts. Smith (2000), reports that 78 percent of students observed were motivated by an interactive Smart Board and experience increased understanding of subject matter when it was shown visually on a Smart Board instead of simple explanation. Smart Board promotes class discussion and improve students’ explanation and presentation skills.
Salintri, Smith and Covis (2002), states that sustained motivation is key to improving learning outcomes. This is because the use of text and pictures, animations and videos promotes visual learning. Pugh (2001) also found out that the interactivity and visuals of interactive Smart Board are complementary when teaching students with specific learning difficulties or disabilities. Miller et al .( 2005) found out that interactive Smart Board provide a clear focus on the classroom supports students understanding by reducing behavioural problems from frustration that makes the learners unable to keep up with the lesson. Many courses currently present no more than electronic versions of traditional classes without face to face interaction between instructor and students. These electronic courses often contain web materials that lack significant level of creativity or interactivity. Cognitive research suggests that the addition of smart board can actually improve the learning process if certain methods are employed. By using auditory and visual methods of presenting information, students can process that information more quickly thereby fostering an enhanced learning process. Yet it is not clear whether such online learning environment enhance learning outcomes of students or even meets the level of success of traditional classroom
Download Full Material-N5000Contents
ToggleWhen it comes to education, teachers are our sources of knowledge. Teachers are certified in certain subject areas so they can bring students the most accurate information about different areas of knowledge. Teachers need all the time they can get in order to cover all the necessary topics in a school year. With time lines, grading periods, planning time, and extra required duties, teachers are often working many extra hours to complete their daily tasks. Now, what better way to help teachers out then to make something a little bit easier for them! Google Classroom is just the right tool, especially for busy teachers. Google Classroom has many features that specifically impact the teacher. Here are just a few:
- Easy to use: It provides very clear directives and provides many help options if needed
- Accessible from many devices: Not only can Google Classroom be accessed through a computer, but it can also be used on a tablet or mobile device.
- Paperless: There is no more need to rush to the copier anymore. All the assignments and documents needed can all be uploaded straight to Google Classroom.
- Fast grading and feedback: Checking who has submitted work or who is still working on an assignment is simple. A teacher can also give instant feedback.
- An organization tool: Instead of having piles of papers on a desk or filing cabinets full of worksheets, Google Classroom keeps everything saved in one space that does’t take up any room in a classroom.
Impacts Google Classroom has on Students
Google Classroom has provided an innovative way for students to learn with the use of technology. The students of this digital generation live their daily lives through technology. Why not incorporate what they know in to their learning? Google Classroom provides a very important feature for students, which is the organization. Students can access everything for their class right at their fingertips with their technology device. This is designed to help keep students organized and also eliminates the risk of losing worksheets or homework assignments. Students can join their class by expecting the invite or entering a class code given by their teacher. Once the student is in the class, they can start a conversation, ask questions to the class, or communicate privately with the teacher. All of these tasks will update in real time. This means the teacher can also see how far along a student is on a Google Classroom assignment at the same time the student is working. Students then choose to submit their assignments when completed and they also have the ability to attach anything extra to that assignment. For example, a student can upload an image, attach a Google Doc, or share a file (Google for Education). Google Classroom definitely provides many other benefits that may impact the students, but these features specifically impact student performance, student progress, and student engagement.
Below is a short tutorial of Google Classroom from the student perspective. As a teacher, this can also be informative so that you understand how it works from your students’ view of things. This tutorial can also be a great tool to share with your students so they can use it as a guide or visual when signing in to your Google Classroom.
Contents
ToggleCHAPTER ONE
INTRODUCTION
1.1 Background of the study
Information communication technologies (ICTs) are information handling tools that are used to produce, store, and process, distribute and exchange information. These different tools are now able to work together, and combine to form networked world-which reaches into every nook and cranny of the globe (UNDP Evaluation Office, 2001). It is an increasingly powerful tool for participating in global markets, promoting political accountability; improving the delivery of basic services; and enhancing local development opportunities (UNDP, 2006). According to Ogunsola (2005) ICT “is an electronic based system of information transmission, reception, processing and retrieval, which has drastically changed the way we think, the way we live and the environment in which we live”. It can be used to access global knowledge and communication with other people (Ogunsola, 2005). Students who use ICTs gain deeper understanding of complex topics and concepts and are more likely to recall information and use it to solve problems outside the classroom (Apple Computer, 2002).
In addition, through ICT, students extend and deepen their knowledge, investigation, and inquiry according to their needs and interest when access to information is available on multiple levels (CEO Forum on Education and Technology, 2001). Information communication technology (ICT) has no doubt changed the face of teaching and learning globally. And serious nations are taking the advantages inherent in ICT to impact on the educational sector. Though Nigeria is also making efforts to join the ICT fray, these efforts appear to be ineffective. Computer laboratories are largely non-existent in many public schools across the country. And where they exist, they are nothing to cheer. Due to this general neglect and other factors, comprising corruption, outdated curriculum, ill-motivated teachers, materialism and academic laziness on the part of Students and Teachers, the nation has been reaping mass failure in public examinations. Arising from this, stakeholders are calling on government to provide basic facilities including ICT-driven teaching aids for the nation’s educational system (The Punch Newspaper 2012).
Therefore, the Impact of ICT in Nigeria and any other developing society especially in Anambra Secondary Schools can’t be overemphasized. It is very pertinent if one can note that technological advancement has shown lights to the dark paths of students all over the globe.
As part of the IT curriculum, learners are encouraged to regard computer as tools to be used in all aspect of their studies. In particular, they need to make use of the multimedia technologies to communicate ideas, describe projects and order information in their academic work.
It also has been shown that if some secondary schools in Ogbaru like the ones selected;Victory comprehensive secondary school Atani, Community Secondary School, Atani and Ogbaru High school, Ogbakuba advance by using ICT tools, educational development will be enhanced in the schools and student’s academic output, performance and societal impact will be on the increment. Therefore, it is important to state that government at all levels needs to do a lot in the area of ICT development on our educational sectors.
Robinson(1991:100) stated that information technology (ICT) can be used to serve three main purposes which are:
- To deliver all or part of the learning content to learner
- To supplement and extend content provided in a different form
- To provide a 2 way channel of communicaton for exchange between tutors and students with their peers for feedback, debates, support and for solving learning problems.
Contents
Toggle