ATTITUDE OF EDUCATIONAL ADMINISTRATORS TO ICT USAGE IN SECONDARY SCHOOL MANAGEMENT
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1.1 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 theterm ‘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 ICTs, which have 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 impact of technology, especially computers, in education.
1.2 Statement of the problem
A majority of educational administrators perceive 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 administratorssurvey on usage of Acer netbooks involving 6 countries, a significant majority of educational administratorsagreed 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).
1.3 Objectives of the Study
1. To know the level of ICT use for educational purposes by educational administrators.
2. To analyze the attitudes among educational administrators, towards the use of ICT for educational purposes.
3. To determine the significant relationship betweeneducational administrators’ level of ICT use and their attitudes towards ICT.
1.4 Research Questions
1) What is the level of ICT use for educational purposes by educational administrators?
2) What are the attitudes among educational administrators,towards the use of ICT for educational purposes?
3) Is there a significant relationship betweeneducational administrators’ level of ICT use and their attitudes towards ICT?
1.5 Research Hypotheses
Ho: There is no significant relationship between educational administrators’ level of ICT use and their attitudes towards ICT.
Hi: There is significant relationship between educational administrators’ level of ICT use and their attitudes towards ICT.
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 among educational administrators. Also, this study seeks to investigate the attitudes of educational administrators 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 attitude of educational administrators to ICT usage in secondary school management using wuse comprehensive college Abuja as the case study.
Limitations of study
- 1. 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).
- 2. 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.
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