International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue IX, September 2022|ISSN 2454-6186
James Adedeji AJAYI Ph. D.
Department of Educational Technology, School of Science Education
College of Education Bamidele Olumilua University of Education, Science and Technology Ikere-Ekiti, Ekiti State, Nigeria
Abstract: The paper examined Information and Communication Technology (ICT) as a tool that has taken over the global economy. Most things if not all require ICT to be performed. The education sector is not left out of this as Information and Communication Technology (ICT) has improved the method of teaching and learning; it has made teaching and learning less difficult, interesting, and interactive. This advancement in technology has equally bridged the digital divide between information rich and poor society. This study examined the level of ICT literacy among the Junior Secondary School Students in Gbonyin Local Government Area in Ekiti State using descriptive survey design. Questionnaires were used as instrument for data collection on JSS 1, 2 and 3 students from twenty-eight ICT teachers. Five research questions were used to guide the work and it was found that computer facilities and accessories were not available in most schools and without competent and qualified teachers to handle students ICT literacy needs. It was recommended that there should be a rethink on the part of proprietors to employ, train and retrain ICT teachers to ensure ICT literacy among the local government JSS students.
Key words: Assessment, ICT, ICT Literacy Level, Junior Secondary School Students.
I. INTRODUCTION
According to Adomi and Kpangban (2010) and Al-Ansi et al., (2019) it is evident that ICT has the potentials of increasing relevance and quality of education in developing countries and the field of education has been affected by ICT, which have indisputably affected teaching, learning, and research. Scholars have proven through their works the many benefits of ICT to the quality of education (Yusuf, 2005). Also, computer literacy is the ability to use computers to perform a variety of tasks and is becoming fundamental to the learning process (Osuji, 2009 and Al-Ansi et al., 2021). ICT and computer literacy is the ability to handle varieties of computer applications for various purposes. For instance, Albrini (2004) and Garad et al., (2021) considers computer literacy as educators’ belief about their computer knowledge and skills.
Due to the fact that state governments in Nigeria needed to fully implement the National Policy on Computer Education in Nigeria’s policy, they introduced computer literacy education across secondary schools in Nigeria in 1997 (Bada et al., 2009, and Adomi & Kpangban, 2010). The reasons for this are: to introduce the use of computer in