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The English language is an invaluable legacy of
colonialism which has increasingly assumed a
great importance all over the world. Manycountries, especially the former British colonies,
realized the importance of English as a language
of International Communication and voluntarily
adopted it for official and, sometimes inter-ethniccommunication purposes (Akabogu, 2006).
Consequently, there have emerged different
varieties of English as a result of the nativization
of the non-native varieties of the language. Thisis so because whenever languages come into
contact they are bound to influence one another.ICT COMPETENCIES POSSESSED BY ENGLISH
LANGUAGE TEACHERS FOR INSTRUCTIONAL
DELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 2
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Modern means and tools of communication have
been very influential factors in the cross-
fertilization of languages. The English language
is one of the popular modern languages that have
oiled the wheels of contemporary technologies of
communication and information dissemination.
Information and Communication Technology as amodern means of communication is usually
called ICT and is often used as a synonym for
Information technology (IT) but it is a more
general term that stresses the role oftelecommunication(telephone lines and wireless
signals) in modern information technology.ICT COMPETENCIES POSSESSED BY ENGLISH
LANGUAGE TEACHERS FOR INSTRUCTIONAL
DELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 3
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ICT consists of all technical means used to
handle information and aid
communication, including computer andnetwork hardware as well as necessary
software. ICT covers any product that will
store, retrieve, manipulate, transmit orreceive information electronically in a
digital form. In other words, ICT consists
of IT as well as telephony, broadcastmedia, and all types of audio and video
processing and transmission.ICT COMPETENCIES POSSESSED BY ENGLISH
LANGUAGE TEACHERS FOR INSTRUCTIONAL
DELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 4
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The field of education has not been unaffectedby the penetrating influence of informationand communication technology.
Undoubtedly, ICT has impacted on thequality and quantity of instructional deliveryand research in traditional and distanceeducation institutions. In concrete terms, ICT
can enhance instructional delivery through itsdynamic, interactive, and engaging content;and it can provide real opportunities forindividualized instruction. ICT has thepotential to accelerate, enrich and deepenskills; motivate and engage students inlearning. (Davis and Tearle, 1999; Lemkeand Coughlin, 1998).
ICT COMPETENCIES POSSESSED BY ENGLISH
LANGUAGE TEACHERS FOR INSTRUCTIONAL
DELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 5
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It is observed that the numerous benefits of ICT
can only be realized when teachers who still
remain the key to learning have developed thenecessary pedagogical competencies
(Onuzulike, 2011) There is a global
awareness of the centrality of the teachers
role in the instructional process, even in ICT-
rich contexts teachers cannot be replaced by
the best Technology. Jones (2003) reiterates
this fact and opines that no matter whateducational systems mandate and expects, in
the end effective learning is very dependent on
the will and competence of the teacher.ICT COMPETENCIES POSSESSED BY ENGLISHLANGUAGE TEACHERS FOR INSTRUCTIONAL
DELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 6
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The following research questions guided this study.
1. What are the ICT competencies possessed by
English language teachers in the unity
schools for instructional delivery?
2. What is the Influence of English LanguageTeachers Qualification on their ICT
competencies?
3. What is the Influence of Gender on the
English language Teachers ICT
Competencies?
ICT COMPETENCIES POSSESSED BY ENGLISH
LANGUAGE TEACHERS FOR INSTRUCTIONAL
DELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 9
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Two hypotheses was formulated and tested at
0.05 level of significance.
1. ICT Competencies possessed by
English language teachers in UnitySchools do not depend significantly on
Teachers Qualification.
2. Gender is not a significant factor in themean rating of ICT competencies
possessed by English language
teachers in unity schools of South-EastNigeria.
ICT COMPETENCIES POSSESSED BY ENGLISH
LANGUAGE TEACHERS FOR INSTRUCTIONAL
DELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 10
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METHOD
The study adopted a descriptive survey research design. It
was carried out in all the unity schools of South-East,Nigeria because of the availability of ICT facilities for
Instructional delivery. All the unity school English
language teachers numbering eighty two (82), constituted
the population for the study. Since the population of thisstudy is manageable, the entire population numbering 82
English language teachers constitutes the sample of this
study. ICT-Competencies of English language teachers
questionnaire (ICT-CELTQ) was used for this study. The
questionnaire was developed by the researchers based on
the standard given by UNESCO (2008) and Akudolu
(2006) to cover the various levels of ICT-Competencies
(Personal, pedagogical, subject oriented and didactical
competencies.
ICT COMPETENCIES POSSESSED BY ENGLISH
LANGUAGE TEACHERS FOR INSTRUCTIONAL
DELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 11
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The mean score analysis in Table 1 show that
English language teachers in Unity Schools in
south-east zone of Nigeria have very low or
fair competencies in all the required areas of
ICT as stipulated by UNESCO (2008). This
finding is not different from that of a similarstudy by Apanpa and Lawal (2009) which also
reported that English language teachers in
Lagos State are not ICT competent. This hasgreat implication for the success of ICT policy
implementation in Unity Schools and also its
usage in Instructional delivery.ICT COMPETENCIES POSSESSED BY ENGLISHLANGUAGE TEACHERS FOR INSTRUCTIONALDELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 12
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Qualification, as can be seen in Tables 2 and4, is not a factor in the ICT competencies of
English Language teachers. This may be
because ICT is not taught specifically to any
particular group or level but integrated in the
teaching and learning process. All the teachers
are qualified to teach in the Unity school but
their qualification failed to reflect on their useof Information Communication and
Technology in instructional delivery.ICT COMPETENCIES POSSESSED BY ENGLISH
LANGUAGE TEACHERS FOR INSTRUCTIONAL
DELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 13
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Tables 3 and 5 reveal that both gender (male and
female) have very low or no ICT competencies.
However, male teachers performed better than theirfemale counterparts. This result agrees with earlier
findings of Liaw (2002), Chen &Tsai (2005), Ong &
Lai (2007), and Eke (2009) who found gender
variations in which males rating of perceptiontowards ICT use in the classroom, self-efficacy,
perceived usefulness and behavioural intentions to
use ICT in instructional delivery were all higher than
that of their female counterparts. This finding is notsurprising considering the socio-cultural barrier
Nigerian females encounter as they venture into
science related disciplines.ICT COMPETENCIES POSSESSED BY ENGLISH
LANGUAGE TEACHERS FOR INSTRUCTIONAL
DELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 14
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EDUCATIONAL IMPLICATIONS
The finding of low-ICT competencies amongEnglish teachers in Unity Schools of south-
east Nigeria impedes the rich gain of ICT in
our language classroom. The numerous
benefits of ICT in instructional delivery can
only be realized when teachers who remain
the key to learning have the necessary and
required ICT competency. Where they fail topossess these competencies there is no way
the benefits of ICT can be realised.ICT COMPETENCIES POSSESSED BY ENGLISH
LANGUAGE TEACHERS FOR INSTRUCTIONAL
DELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 15
utilization of the facilities that have been provided for
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utilization of the facilities that have been provided for
instructional delivery, the following recommendations were
made:
+ ICT should be a compulsory course in all teacher-
training Institutions.+ In-service training should be organised for serving
teachers till all becomes ICT competent.
+ ICT qualification should be introduced in line with
other educational qualification as criteria for teachers
recruitment.
+ ICT competency should also be made one of the
compulsory requirements for teachers promotion.
+ The Federal Government should make the
development of teachers ICT competencies a priority andset targets when all long serving and newly qualified
teachers are expected to become ICT-literate to mandatory
standards.ICT COMPETENCIES POSSESSED BY ENGLISHLANGUAGE TEACHERS FOR INSTRUCTIONAL
DELIVERY IN UNITY SCHOOLS OF SOUTHEAST NIGERIA 16