Information and communication technology competencies of teachers for the implementation of government curriculum in obollo-afor education zone of enugu state
Table Of Contents
Chapter ONE
1.1 Introduction 1.2 Background of Study
1.3 Problem Statement
1.4 Objective of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Research
1.9 Definition of Terms
Chapter TWO
2.1 Overview of Information and Communication Technology (ICT) Competencies 2.2 Importance of ICT Competencies in Education
2.3 Theoretical Frameworks on ICT Competencies
2.4 Role of Teachers in Curriculum Implementation
2.5 Government Curriculum in Education
2.6 Challenges in Implementing Government Curriculum
2.7 Teacher Training Programs on ICT Competencies
2.8 Strategies for Enhancing Teachers' ICT Competencies
2.9 Best Practices in ICT Integration in Education
2.10 Global Perspectives on Teacher ICT Competencies
Chapter THREE
3.1 Research Methodology Overview 3.2 Research Design and Approach
3.3 Sampling Techniques and Participants
3.4 Data Collection Methods
3.5 Data Analysis Procedures
3.6 Ethical Considerations
3.7 Validity and Reliability of Research
3.8 Limitations of Methodology
Chapter FOUR
4.1 Presentation of Research Findings 4.2 Analysis of Teachers' ICT Competencies
4.3 Comparison of ICT Competencies Across Different Demographics
4.4 Impact of Teacher Training Programs on ICT Competencies
4.5 Factors Influencing Teachers' ICT Competencies
4.6 Case Studies on Successful ICT Integration
4.7 Recommendations for Improving Teachers' ICT Competencies
4.8 Implications for Policy and Practice
Chapter FIVE
5.1 Conclusion and Summary 5.2 Summary of Key Findings
5.3 Contributions to the Field of Education
5.4 Future Research Directions
5.5 Concluding Remarks
Project Abstract
This research studied the Information and Communication Technology (ICT) competencies of teachers for the implementation of Government curriculum in Obollo-Afor Education Zone of Enugu state. Specifically, it aimed at finding out the level of ICT competencies possessed by Government teachers in the zone. It further investigated the influence of gender, qualification and age on their ICT competencies. The study was guided by four research questions and three hypotheses. The population was made up of the whole forty one Government teachers in Obollo-Afor Education Zone. A fifty-item questionnaire was used to obtain data for the study. Mean and standard deviation were used to answer the research questions while t-test and Analysis of Variance (ANOVA) was used for the hypotheses. The findings showed low level of ICT competencies among teachers while the t-test analysis revealed significant difference between male and female teachers’ ICT competencies. ANOVA further showed that qualification and age are significant determinants of the ICT competency levels of Government teachers. Based on these findings, the following recommendations were made the Computer Education courses in teacher training institutions that bother on ICT should be practical oriented, there should be termly practical in-service training of teachers on the use of ICT facilities in Nigeria, the ministries of education and parastatals at the federal, state and local government levels should ensure that people prove their ICT competencies before they are recruited to teach in Nigerian schools among others.
Project Overview
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