(i) The use of ICT as objects of study; refers to learning about ICT, which enables students to use ICT in their daily life.
(ii) The use of ICT as aspect of discipline or profession; refers to the development of ICT skills for professional or vocational purposes.
(iii) (iii) The use of ICT as medium for teaching and learning; focuses on the use of ICT for the enhancement of the teaching and learning process Drent & Meelissen, 2017).
It is a fact that teachers are at the centre of curriculum change and they control the teaching and learning process. Therefore, they must be able to prepare young people for the society in which the competency to use ICT to acquire and process information is very important.
Several studies argue that the use of new technologies in the classroom is essential for providing opportunities for students to learn to operate in an information age. It is evident, Yelland (2011) as argued that traditional educational environments do not seem to be suitable for preparing learners to function or be productive in the workplaces of today's society. She claimed that organizations that do not incorporate the use of new technologies in institutions cannot seriously claim to prepare their students for life in the twenty-first century. This argument is supported by Grimus [2010], who pointed out that “by teaching ICT skills in educational institutions the students are prepared to face future developments based on proper understanding” (p. 362).
ICT originally is applied to serve as a means of improving efficiency in the educational process. Furthermore, it has been shown that the use of ICT in education can help improve memory retention, increase motivation and generally deepens understanding [Dede, 2018)]. ICT can also be used to promote collaborative learning, including role playing, group problem solving activities and articulated projects [Forcheri & Molfino, 2010]. ICT allow the establishment of rich networks of interconnections and relations between individuals. Some authors maintain that technology has the power to change the ways students learn and professors teach [Kozma, 2012]. However, the effectiveness of ICT despite all the accrued benefits needs proper studies especially in developing countries like Nigeria where a lot of factors are still militating against the use of ICT.
Basic Technology as a subject has been affected by ICTs, which have undoubtedly affected the teaching and learning of the subject (Yusuf, 2013). A great deal of research has proven the benefits to the quality of teaching and learning (Al-Ansari, 2016). 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, 2012;).
EDITOR'S SOURCE: Undergraduate Project Topics and Research Materials
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