Utilization of Ict in Secondary Schools

UTILIZATION OF INFORMATION AND COMMUNICATIONS TECHNOLOGIES IN MANAGEMENT OF PUBLIC SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Information and communication technology (ICT) is any technology used to support information gathering, processing, distribution and use, communicate, capture, store, transmit and display data and information electronically (schoolnet, 2005). According to this definition TV, radio, Overhead projectors (OHPs), computers, laptops, PC tablets, PDAs and networks all fall under ICT. There is no organization that can operate efficiently without use of ICTs in today’s knowledge economy and information society. That is why Galliers and Leider (2003) argue that ICT becomes an extricable part of an organization’s process and structures.

Development is partly determined by the ability to establish a synergistic interaction between technological innovation and human values. The rapid rate at which ICTs have evolved since the mid-20th century, the convergence and pervasiveness of ICTs, give them a strong role in development and globalization (Nwagwu, 2006). ICTs have a significant impact on all areas of human activity (Brakel & Chisenga, 2003).

The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, management 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 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 &Tearle, 1999; Lemke & Coughlin, 1998).

Technology enhanced education is perceived as a way to relieve poverty, social division and improve living standards due to the fact that technologies can deliver educational programs at a lower cost than traditional...