Abstract
Problems associated with manual school activities prompted an investigation into digitalization of secondary school activities in Ibadan metropolis secondary schools considering stakeholders’ preparation vide available ICT facilities, administrators’ and student’ readiness with a survey sample of teachers and students that consisted of 600 respondents. Data collection instrument is “Digitalizing Secondary Schools Activities Questionnaire” (DSSAQ) with ‘r’-0.80, 0.78 for teachers’ and students respectively. Study results indicate that a significant relationship exist between students’ readiness and digitalization of secondary school activities; r = 0.194; p< 0.05, school administrators’ readiness and digitalization of secondary school activities............ Keywords: educational activities , educational stakeholders, digitalizing school activities DOI : 10.7176/JEP/10-14-10 Publication date :May 31 st 2019
Highlights
Over the years, the teaching profession has witnessed changes from pre-service training through to recruitments and service conditions
Traditional teaching equipment have kept changing for example; what used to be known as teaching equipment include; books, chalk, chalk board, instructional materials that were predominantly cardboards as improved institutional materials (IM)
Prior to the 1980s’ in Nigeria, schools were mainly regulated by government but run exclusively by voluntary agencies until 1973 when Federal Military Government of Nigeria (FMG) took over all schools (Oni, 2015) & Obi (2003)
Summary
The teaching profession has witnessed changes from pre-service training through to recruitments and service conditions. The perception of stakeholders and society concerning the profession has changed and is still changing for example, the Nigerian government has enacted the Teachers Registration Council of Nigeria Act (1993) to regularize, discipline and promote the teaching profession. Another striking aspect of the teaching profession is the continuous exponential increases that is experienced and associated with number of schools, teachers, students and the complexity in the activities of the school system. At the turn of the century, the universal basic education programme (UBE) was introduced which is 9-3-4 merging primary and Junior Secondary Schools
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