ABSTRACT
This study was carried out to identify the influence of Information Technology on the teaching and learning of Computer science in junior secondary schools in Egor Local Government area. The researcher made effort in analysing the influences of Information Technology on the teaching and learning of Computer science in junior secondary schools in Egor Local Government area, The influence of Information Technology on the academic achievements of students in junior secondary schools in Egor Local Government area, the attitude of Computer science teachers in the use of Information Technology in the teaching process of Computer science and Factors that impede the use of Information Technology in the teaching and learning process of Computer science.
The sampling technique used for the research is the stratified random. The collection of data was carried out through the administration of questionnaire to Two hundred (200) students from 5 Junior secondary schools. The data were analyzed, interpreted and discussed using percentages and frequency table. The data were collected with questionnaire instrument and analyzed using simple percentage.
The result revealed that; ICT in the teaching and learning of Computer science in junior secondary schools makes difficult concept to be simple in computer science, saves lesson time and removes the abstract nature of some contents in computer science, incorporating the use of technological applications allows students to participate in higher-order thinking and improve their performance also Technology makes it easier for students to find information quickly and accurately, computer science teachers in the sample schools were not proficient in the use of ICT for teaching processes, as the engaged more of lecture methods and likes, and factors that impede the use of Information Technology in the teaching and learning process of Computer science are cost of ICT equipments, Lack of adequate power supply, technical know-how, and most importantly, Lack of interest of teachers in ICT usage. Based on the results, it was recommended that the approaches to the use of ICTs in education should be pursued holistically. The success or failure of most ICT/education initiative is based not only on sound implementation practices, but on the nature and quality of broader educational policies and strategies in which the use of ICT is embedded, technology changes very quickly. Thus, utmost care should be taken in making big investments in a singular technology (or vendor). Over-reliance on a particularly promising technology solution today may inhibit an education system’s ability to adapt as new technologies emerge in the future, and special attention should be placed on the professional development of teachers. Teachers are at the heart of the educational process. The introduction of ICTs makes this position of the teacher more important.
