ROLE OF SCIENCE TECHNOLOGY AND INNOVATION IN EDUCATION AS A TOOL FOR INCREASED PRODUCTIVITY AND SUSTAINABLE DEVELOPMENT
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ROLE OF
SCIENCE TECHNOLOGY AND INNOVATION IN EDUCATION AS A TOOL FOR INCREASED
PRODUCTIVITY AND SUSTAINABLE DEVELOPMENT
CHAPTER ONE
INTRODUCTION
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 the term
‘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 science technology, which has 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 role of science technology, especially
computers, innovation in education as a tool for increased productivity and
sustainable development.
Statement of
the problem
A majority
of educational administrators perceive science technology, 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).
Objectives of
the Study
To know the
level of ICT use for educational purposes to increase productivity and
sustainable development.
To analyze
the attitudes among educational administrators, towards the use of science
technology for educational purposes.
To determine
the significant relationship between science technology and education as a tool
for increase sustainable development.
1.4 Research Questions
1) What is
the level of ICT use for educational purposes to increase productivity and
sustainable development?
2) What are
the attitudes among educational administrators, towards the use science
technology for educational purposes?
3) Is there
a significant relationship between science technology use and education as a
tool for increase sustainable development?
1.5 Research Hypotheses
Ho: There is
no significant relationship between science technology use and education as a
tool for increase sustainable development.
Hi: There is
significant relationship between science technology use and education as a tool
for increase sustainable development.
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 science technology. Also, this study seeks
to investigate the innovations in education 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 role of science technology and innovation in education as a
tools for increased productivity and sustainable development using ikorodu
comprehensive college Lagos as the case study.
Limitations
of study
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).
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. Science Technology
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