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FACTORS HINDERING THE USE OF INFROMATION COMMUNICATION TECHNOLOGY AMONG HOME ECONOMICS TEACHERS IN SECONDARY SCHOOLS

FACTORS HINDERING THE USE OF INFROMATION COMMUNICATION TECHNOLOGY AMONG HOME ECONOMICS TEACHERS IN SECONDARY SCHOOLS

Abstract

This research work was carried out to investigate the factors hindering the use of Information Communication Technology (ICT) among Home Economics teachers in secondary schools in Ado Ekiti Local Government Area of Ekiti State. Descriptive survey research design was used. The population for the study consist of all secondary school Home economics teachers teaching in the Local Government area of study a total of (52) fifty two respondents were randomly selected through simple random technique and were given a copy of self developed four point-likerts-scale questionnaire which was validated to fill. The reliability of the instrument was tested. The value of (r) level of significance got 0.72. Chi-square (x2) analysis was used to test the three hypotheses set for this study at 0.05. The three hypotheses set for the study was rejected alpha level. The results shows that Home economics teachers in secondary schools will significantly experience hindrances in the utilization of ICT knowledge and finally, Home economic teachers in secondary schools will significantly use ICT for educational purpose in Ado Ekiti Local Government Area of Ekiti State. Some recommendations were made.

 

Introduction

The acquisition of computer knowledge is highly necessary to keep one relevant in the society where every system is fast racing towards computerization. With the recent advancement in Information Communication Technology (ICT), the world has been reduced to a global village and a lot of things can today be done effortlessly by using computer. Thus, we have electronic mail, electronic banking. GSM, internet browsing, on-line registration and on-line studies e.t.c. The educational sector is not left behind in this computer innovations. Hence, today we talk of computer assisted instructions (CAI) which provides computer managed instructions (CMI). Also, as observed by Hasstrup (2004) perhaps the greatest achievement of the 20th and 21st centuries was the development and application of the ICT to all facets of human endeavour. According to Aderogba (2007), no work of science has so significantly impacted on the course of human development as ICT, because it had positively transformed-effectively and efficiently every aspect of human life such as accountancy, agriculture, aviation, banking, commerce, communication, culture, entertainment, education, global security, journalism, library, manufacturing, medicine, military, production, publication, record keeping, research science, socialization and sports technology etc. Availability of timely, relevant and accurate information is known to make the difference between the success and the failure of projects, between profit and loss of business organization as well as victory and defeat for nations. So pervasive is the role of ICT presently that the world is generally described as being in the information age (Okwor, 2002).

Aderogba (2007) said that ICT comprises the methods and technical means of capturing, storing, processing, retrieving and transmitting both the data and the information borne by the data thus enhancing man’s technical and social processes.

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