BOKO HARAM INSURGENCY AND EDUCATIONAL DEVELOPMENT IN BORNO STATE

 

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CHAPTER ONE

1.0     Introduction

Historically, Borno State, which was founded in 1976, initially comprised the present Borno and Yobe State. Prior to the advent of insurgency, it has been a relatively peaceful, multicultural and dynamic State in Nigeria. The State is fortunate to have human and natural resources, which have created many opportunities for its indigenes and other Nigerians to live in harmony. Borno State started experiencing the global trend of insurgency from 2009 (Adamu, 2014). Which led to the gruesome killings of innocent Nigerian citizens perpetrated by an insurgent group called Boko Haram (Adamu, 2014). Since 2009, they have disrupts educational system in Borno State with huge negative effect on basic education. The insurgent group dislikes children attending schools, and also committed criminal offences ranging from kidnaping of school pupils and attacking teachers in schools (Adeyemi, 2014). There is major destruction of school activities in the state. Recent past, they used under-age girls to carry out suicide bombing of major shopping mall, cinema halls and bus station. Moreso, Abduction of school children and the elderly were also common in their recent styles of mindless attack.

Geographically, according to Borno State Government (BSG, 2012) the State is the largest State in Nigeria in terms of land mass territory which covers 69,435 square kilometers, which is located in the north eastern corner of Nigeria. Educationally, the State is a center for education to all its international and national neighbors such as the northern part of Cameroun, the southern part of Chad and Republic of Niger. Many students from Adamawa, Gombe and Yobe State in Nigeria had also benefited from the State basic education program. The major tribe in Borno State is called “Kanuri” which constitute the higher hierarchy in the management of basic education in the state. Occupationally, majority of the people in Borno state are famers, fishermen and herdsmen but also send their children to the basic schools. The State is having a conventional university known as University of Maiduguri, a polytechnic, colleges of education, many senior secondary schools as well as many basic schools.

The Nigerian National Policy on Education (FGN, 2004) defined basic education as the type of education received at primary school level up to junior secondary school level.

According to the Universal Basic Education Commission, the objectives of the basic education are as follows:

a) Provision of scholarship to drop out of school children through the basic education programme.

b) Ensure the acquisition of the appropriate levels of literacy, manipulative and life skills (as well as the ethical, moral and civic values needed for laying the foundation for life-long learning.

c) Develop the entire citizens with a strong consciousness for education and a strong commitment to its education

d) Provide free, compulsory, universal basic education for every Nigerian students of school age group.

e) Reduce drastically, drop outrage from the formal school system through improved relevance and efficiency curriculum.

Universal Basic Education is the transmission of knowledge to all Nigerian society from generation to generation. It has two main components— Universal and Basic Education. Universal means a programme that is meant for all arms of the society such as the poor and the rich, the physically challenge and all the school dropouts people in Borno State. While Basic Education means the beginning of acquisition of desirable skill, knowledge and attitude in a formal school system. The purpose of this paper is to examine the effect of insurgency on universal basic education in Borno State and make appropriate solution to the challenges of basic education in the State.

 

 

1.1     Background of Study

Since the inception of President Goodluck Jonathan administration in Nigeria, security challenges has become an issue in discourse hence Boko Haram.

Its philosophy stands for outright rejection of Western education, Western culture and modern science and advocates the propagation of strict adherence to Islam in its purest form. Boko Haram represents the vision and mission of a fundamentalist Islamic movement in Nigeria. The sect known as Jama’atu Ahlis Sunna Lidda’awati wal-Jihad (people committed to the propagation of the prophet’s teachings and Jihad) seeks to Islamize Nigeria by whatever means at its disposal and at whatever human cost. So far the dastardly activities of this sect have been confined to churches, security operatives and public buildings in the Northern states and the Federal Capital Territory but now have shifted to schools especially in Brono, Yobe  and Adamawa state of Northern Nigeria.

The atmosphere of insecurity currently pervading the nation is now worsened by the allegation of complicity among high-ranking security personnel, executive cabinet which president Good Luck Jonathan openly said Boko Haram have infiltrated his government.

The spate of bombing now is targeted at primary schools, secondary schools and tertiary institutions respectively; killing and maiming students, teachers, lecturers as well as burning school building at will which forced majority of schools to close down in the North especially Borno, Yobe and Adamawa state respectively.

The trend of insecurity in the country especially with activities of the dreaded Islamic sect popularly known as Boko Haram has become a major concern for every Nigerian. Significant stakeholders in the country have offered suggestions on the need to check the new security challenges posed by the dreaded Islamic sect in the country. While some suggested that amnesty be offered to the group; others called for collaboration with world leaders and international organizations as strategies to rid the country of Boko Haram terrorists. Some also suggested the need for strengthening of internal security to combat sect. It is against this background that this paper tends to stress the effect of Boko Haram Insurgency on education system especially in the Northern states of Borno, Yobe and Adamawa state respectively. More of the Boko Haram Insurgency will be discussed with events and date in the next chapter.

 

 

1.2     Statement of Problem

Empathically, many schools in Borno State had experienced several attacks from the insurgent group; some basic schools especially in Baga towns in northern part of the State have been closed down for 2 years (BSMOE, 2015). The authors strongly stated that, insurgency should not be allowed to penetrate in to any nations, in a manner it penetrated in to Nigeria through Borno State. The problem could be traced when the Boko Haram group uses religion to set up rules in a community unnoticed, advance it with violence to the State level and metamorphous in to an insurgent group, and disturbed the peace of the State. The authors argued that, this could happen due to the negligence on the part of the then Borno State government, which served as a lesson to other countries in Africa.

Moreso, education in Borno State have been experiencing serious problem prior to the insurgency, there are shortage of classes for teaching and learning, shortage of instructional materials and teachers (NUT, 2007). This has indicated that basic school is under-funded by the State government. Lack of payment of teacher’s salary which lead to frequent strike by basic school teachers are also concern to many families (NUT, 2008). Moreover, while the state is struggling to overcome the existing problems, insurgent came in as a bigger challenged to the State, which now posed as a threat to many parents, and children of school age in Borno State.

All these phenomenal, prompted the researcher to conduct this study and have a researchable solutions to the effect of this insurgency on education in Borno state. The outcomes of this study will be of considerable benefits to Nigerian students in the area of socio-cultural value on education, also serve as an insight for other countries to study the situation in Nigeria and avert any pre-insurgency activities in their Nations. More to the issue of the Boko Haram Insurgency, the educational system have not been able to grow or expand beyond its cost for the past decade rather foreign students have departed due to the insecurity

 

 

1.3     Aim and Objective of the Study

The aim of this research is to find out if the effects of the Boko Haram Insurgency on educational development of Boron State. With the following objectives.

1.     Highlights the problem caused by the Insurgency to the development of education in Borno state.

2.     Calls the attention of the government on the need and urgency for resolving the issue in Boron State

 

 

1.4     Research Question

The following research question as constructed to guide and streamline this research work to is core importance.

1.     Since the beginning of Boko Haram Insurgency in the state, has there been any school that is established?

2.      Sir what has been thee population growth of your school after the Insurgency history came up in this state?

3.     Based on the Boko Haram Insurgency in the state has the academic performance of your student dropped for any reason?

4.     How free are the students and the staff of your school been in movement and functionality since the Insurgency Boko Haram came to place?

 

 

1.5     Research Hypothesis

The researcher formulated two research hypothesis or assumption which will be tested using the chi-square data formula and a 0.5 percent error percent. The hypothesis will be accepted or rejected based on its significance effect.

Ho1 – There is no significant difference in educational development in the state from the previous years when the Boko Haram Insurgency has not come to place.

Ho2 – There is no significant difference in student performance and growth attendance among urban and rural schools in states that are prone to Boko Haram Insurgencyin Boron State Nigeria

Ho3 – There is no significant difference in population growth of the student in respect to the Boko Haram Insurgency in the state.

1.6     Scope of the Study

The study covers the effects of Boko HaramInsurgency in Boron state to the educational Development in the state, among the schools was a coverage of 27 selected schools randomly selected. Also the study examines the relationship between the two variables Boko haram Insurgency and Educational Development.

1.7     Significance of the Study

There are numerous reasons why this research is useful, the research work would be of great importance to students and lectures in practice of how to carry out further research in the same area. It will help the government to solve some likely problems that might encounter in terms of development in Nigeria. Also, the research will act as a guide to the government in their quest to quell the problems associated with security, ethnic crisis and political or religious crisis in Nigeria.

 

 

1.8     Limitation of Study

During the course of performing/researching this project work, the researcher encountered a lot of challenges as well as opposition which ranges from financial constraints, time factor. This factors in their own ways, slowed down the speedy progress of this work that resulted to the researcher not being able to finish the research work on time as is required

Also,  within the area of study the researcher was faced with some other forms of constrains that contributed to the limitation of this researcher work, like accessibility to data, information and facts concerning the present study due to some reasons or the other, some not willing to give out information that it is to be within the workers.

 

 

 

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A STUDY INTO THE EFFECTS OF INADEQUATE INSTRUCTIONAL MATERIALS ON EFFECTIVE TEACHING AND LEARNING OF GEOGRAPHY

 

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CHAPTER ONE

1.1       BACKGROUND OF THE STUDY

The uses of instructional materials in the processes of effective teaching and learning cannot be over emphasized. According to Ibe (1998) an instructional materials is an object or means of communication process that stores and distributes human experience or knowledge. Therefore the totality of the information carrying devices. Instructional materials in teaching generally make the teaching process easier.

However in order to appreciate the importance of instructional materials in teaching – learning process, Rhert Heinich et. al (2001) consider the reasons for using them.

1.         Gain and hold the attention of his learner

2.         Provide visual aspects to a process or techniques

3.         Focus attention on highlight of key points

4.         Great impact

5.         Facilitate the understanding of abstract explanation

6.         Provide a common framework of experience to a large number of learners.

7.         Stimulate reality

The Chinese proverb conclude that;

I hear –           I forget

I see    –           I remember

I do     –           I understand

Geography is not defined by the uniqueness of its content rather hold gain their distinction by the way in which they organize and analyze the data they collect regarding particular aspects of the human experience. Geography organizes its information within the context of the spatial environment. Today the focus of geography inquiry is generally conceded to be on spatial interactions that is the geography seeks to understand the significance of human activity within a spatial framework. An average geographer present their data primarily though the construction of maps.

The scope of geography as coined out in Greek words imply the description of the earth i.e. Geo-describe, Graphy-earth. The descriptive exercise spanned from physical features i.e. valley, mountains, climate etc to socio-cultural features i.e. settlement, agriculture, population transportation etc.

However observation over the years revealed the lack of these instructional materials in the teaching and learning of geography in our secondary schools. Most schools offering geography at the senior level have resulted into abstract teaching and learning process. Textbooks are often used with diagram and sketches. Exposure to real object and field trips to place to geography importance are I have gone into extinction. The impact of this is diminishing importance of geography as an environmental science and poor performance of students in the subject.

It is against this background that it becomes necessary to investigate the extent, of the availability, adequacy and utilization of instructional materials in the teaching and learning of geography is some selected senior secondary schools in Ewekoro Local Government Area of Ogun State.

 

 

1.2       STATEMENT OF PROBLEM

The persistence problem of non-availability or inadequacy of most instructional materials in the teaching and learning of geography has been of great concern to teacher and learners of geography. Coupled with this problem is non utilization of the available resources in the school by geography teachers teaching. This may not be unconnected with the fact that most the these teachers have insufficient knowledge on geography and may not be able to handle these instructional materials. Some of these students in the senior secondary schools easily forget what they were taught while they were schooling on graduation. Even those yet to leave show lukewarm attitude towards the subject.

The problem of this study, wishes to address is what is the extent of availability, adequacy and utilization of instructional materials in the teaching and learning of geography in the senior secondary schools.

 

 

1.3       PURPOSE OF THE STUDY

The purpose of this study are to:

1.         Determine the availability of instructional materials in teaching

2.         Find out the adequacy or otherwise of instructional materials in geography

3.         Examine the extent of utilization of the available instructional materials in teaching and learning of geography.

4.         Suggest possible solutions to the inadequate instructional materials in the teaching.

 

 

1.4       RESEARCH QUESTIONS

The following research questions will guide the study.

1.         What is the extent of availability of instructional materials in the teaching and learning of geography in the secondary schools in Ogun State?

2.         To what extent are the available instructional materials in geography adequate?

3.         To what extent are the available instructional materials in the teaching of geography utilized?

4.         How does the inadequate instructional resources affect students’ performance.

 

 

1.5       SCOPE OF THE STUDY

The focus of this study is to determined the extent of availability of instructional materials in geography, adequacy and the extent of utilization of instructional materials by geography teachers in the senior secondary schools. Five secondary schools were selected in Ewekoro Local Government as coverage area.

The five secondary schools are:

1.         Community Comprehensive High School, Owowo

2.         United Secondary School, Wasinmi

3.         Adeoye Lambo High School, Obada-Oko

4.         Papalanto High School, Papa.

5.         Itori Comprehensive High School, Itori.

The questionnaire instrument for gathering data shall be used. The questionnaire shall be administered on twenty geography students in each of these schools and ten teachers across the local government area.

 

 

LIMITATIONS OF THE STUDY

1.         Since the questionnaire is frame in English Language, unguided administration my pose serious limitation on the information collected from the students.

2.         The financial constraints may also affect the administration, sorting and organization of information gathered.

3.         The converge area is limited to only one local government while the population is base on students of public secondary schools. So the findings may not be generalized.

 

 

1.6       SIGNIFICANCE OF THE STUDY

1.         The findings of this study when concluded shall be of immense benefit to the students, teachers, schools, parents as well as the entire community.

2.         This study will also throw light to the importance of and indispensability of good instructional materials in the process of teaching and learning of geography in senior secondary schools.

3.         The result will also enable the school authorities to procure the instructional aids in areas where they are lacking.

4.         The result of the findings will also be of utmost advantage to geography teachers in areas of updating that knowledge on how to handle the available instructional aids in school.

5.         The result of the finding will stimulate and arouse the interest of the students in geography.

 

1.7       DEFINITION OF TERMS

To aid proper understanding, some of the term used in this research work are hereby define as follows:

1.         EFFECTIVE TEACHING: This is the ability to achieve the objectives of the teaching. i.e. the behavioural objective.

2.         EFFECTIVE LEARNING: It involves a situation of a permanent change in the behaviour of the learners.

3.         INADEQUATE: It imply a situation of insufficiency in quantity and not absolute lack.

4.         INSTRUCTIONAL MATERIALS: These are the instruments (human or non human) designed to facilitate easy learning and teaching in school.

5.         EFFECT: This is the learning outcome consequence upon an observed situation.

 

 

 

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A STUDY OF THE FACTORS INFLUENCING DRUG ABUSE AMONG STUDENTS IN HIGHER INSTITUTIONS. A CASE STUDY OF COLLEGE OF EDUCATION, EKIADOLOR BENIN CITY.

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CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Drug is any chemical substance derived from plants, animals or mineral resources, be it traditional or orthodox which is used for internal application to the human body in the treatment of diseases, reduce pain or modify the functions of the various system of the body.

Although drug use has been in for years, the problem of drug abuse has been on the increase in the recent years.

Drug is supposed to be dispersed by pharmacists with a doctors prescription and usage of drug can be through any of the following; injection, insertion, inhalation, massaging or application on open wounds and cuts. The main purpose of drugs should in reality be directed to its medical functions and it should be used strictly according to the prescription of medical doctors, but in most cases people use drug without the prescription of medical practice. This is referred to as drug abuse. In some cases, these drugs are used wrongly or misused that is using drug meant for certain purposes for other purposes rather than what it is meant for. There are other cases where some people get themselves involved in the use of a particular drug so much that they cannot do without such drug. In this case such a person is said to be addicted to that drug.

PEOPLE ABUSE DRUG FOR DIFFERENT REASONS

1.           For modification of tension and anxiety: For example sedatives; medically, sedatives are use to induce sleep and relax tension. They are used for people with high blood pressure insomnia that is inability to sleep usually abuse sedatives. Now teenage girls and women are consuming sedative more and more frequently.

2.           To increase activities and alertness: For example stimulant like cocaine, caferreine and amplietamines are mostly widely abused stimulant among youths. Usually stimulants are taken through by mouth in form of capsules or tablets but the occasional user of capsules or tablets can push him/her self beyond his normal physiological limits e.g. wanting to step awake to drive to excel in an athletic content or to cram for examination.

3.           Curiosity: Students find themselves in the use of drugs out of curiosity. They want to know how it looks like in being on a certain drugs and drugs that are commonly used out of curiosity are cigarettes, marijuana and alcohol.

4.           Imitation: Students takes drugs as a result of imitation of either from their parents, other adult or their friends.

5.           For boldness: Students take certain drug because they feel it will remove inhibition from them and make them bold e.g. shy young boys under the influence of drugs can speak to a girl they he could not have made advance towards.

6.           For fun: Others go into drugs for the fun of it and that also feel that drug can enable the have a lot of fun.

FOUR GROUPS OF DRUG USERS ARE GENERALLY IDENTIFIED AND THESE ARE:

1.           Emotionally well adjusted individuals who take addicting drugs on medical advice for treatment of pain, sleeplessness and the like after protected use they find that they cannot get along without them.

2.           the neurotics who turn to drug because drugs makes them forget their feelings of inadequacy and fear making them feel better and more normal either physically, mentally or both. These contribute to longest group of drug abusers.

3.           The psychopaths who take drugs in a deliberate search for thrills highs and kicks.

4.           Individual usually adolescent who try drugs in order to be accepted by their peer group.

Most of these young ones usually start from this group and if the habit is continued grave consequences may follow. Trying a relatively less detrimental drug such as cannabis may expose the young one to other drugs like heroine, cocaine and morphine.

Man has used drug and substances of centuries. There is evidence that man has used drug practically since his emergence. Historical records show that man used drug to cast out demons which were thought to be causing pain in his body.  The use of psychoactive drugs may be seen to be a universal phenomenon existing in one form or the other. Alcohol and kolanuts are used during worship of ancestral gods, marriages and funeral ceremonies.

According to Emaifo {1988} drug addiction was unknown in Nigeria until the arrival of the American Peace Corps. This statement cannot be entirely true because Nigerians were already abusing and getting themselves addicted to kolanuts and alcohol before the arrival of the Peace Corps. The statement can only be true of foreign drugs which were introduced this time.

Scientist and historians traced the origin of tobacco to north America where it was first  cultivated by American Indians before the Europeans went to the new world in 1492 when Christopher Columbus discovered there.

It should be noted that when drugs are mentioned, the emphasis is always on orthodox medicine and not traditional medicine. The history of drug use and abuse will be incomplete if no mention is made about traditional use of drug and abuse. Most traditional drugs are always misused or abused because of lack of dosage to determine the required quantity by the user. The expiration period of such drugs are never stated.

Although the use of traditional drugs as well as alcohol and kolanut has been abuse before the arrival of Peace Corps. In recent years where there is the usage of both traditional and foreign drugs people now being used. Some of these drugs are socially accepted and members of the public ignorantly use them without really knowing the great effect of such drugs. E.g. alcohol has always been part of the heritage either as part of rituals or other ceremonies. The use of alcohol to relax and promote social conversation is greatly use of alcohol and its social acceptability, alcohol is capable of producing severe dependence and damage to physical health and mental health including social and economic damage on self, family and society.

Caffeine which is the main ingredient in tea or coffee and nicotine as in tobacco or cigarette are widely used as mid stimulants and tension relieving drugs, they are considered socially acceptable and used recreation ally how ever, they produce dependence and are able to cause harm.

STATEMENT OF THE PROBLEM

Due to the problem encounter in the use of drug and the causes of drug abuse, the researcher wishes to examine the factors influencing drug abuse among students in higher institution. The following questions are to be investigated.

1.           Why do students involve in drug abuse?

2.           How do the students engage in drug abuse?

3.           What do they think they benefit from the use of drug?

4.           Do the students feel comfortable in using of drugs?

PURPOSE OF THE STUDY

The main purpose of undertaking this study is principally educative. The study will specially investigate the following:

i.             To find out the reason why student of college of education Ekiadolor in the study areas abuse drugs.

ii.            To find out the effect of the abuse of drug on students of college of education Ekiadolor.

iii.           To find out influence of peer group on student of college of education Ekiadolor as regards drug abuse.

iv.          To find out how parents and family background contribute to drug abuse problems.

v.           To find out influence of the society on students as regards drug abuse.

SIGNIFICANCE OF THE STUDY

1.           It will enable the students see the dangers involved in drug abuse this will go a long way to help these students who already in one way or the other abused drugs to reconsider their ways and as such offer solution to the problems of drug abuse. To educate them on the bad effect of drug abuse.

2.           This study will help to educate parents on the bad effect of drug abuse and also help them to see that they have a regular check on their children so that they do not become victims of drug abuse.

3.           This study will help the government handle drug abuse as an illness and not as a crime and as such all drug abusers diagnosis and treatment under medical supervision instead of the hard judgement meant for them.

SCOPE OF STUDY

The study centres on the College of Education, Ekiadolor students.

LIMITATION

1.           Time factor: The greatest problem encountered when carrying out this study is time factor, due to the limited time the researcher had a lot to do in a very limited time and as such may run into problem of not being able to finish his study at the appointed time.

2.           Finance: Another problem experienced is financial problem in our modern day society there is a tremendous rise in cost of living and like in price. The researcher faced the problem of not living enough money to be able to get all the materials needed for the study.

3.           Information: There was problem of bias information by the college of education students especially those of them who are really involved in the act of drug abuse. Also there was problem of unwillingness of people concerned to give the information needed for this study.

DEFINITION OF TERMS

In this study, there are certain words that need to be simplified or defined ion order to make its meaning clearer.

i.             Drugs: Drug is any chemical substance that is derived from plants and animals or mineral resources be it traditional or orthodox which is used for internal or external application to the human body in the treatment of diseases or to induce clam, reduce pains or modify the functions of the various system of the body.

ii.            Substance: Substance are chemical combination of drugs in order words drug made up of combination of chemical substance and substance can as well be refer to as those build up charge like alcohol, tobacco, cigarette and kolanuts.

iii.           Drug use: Drug use is the ingestion, injection or the application of any substances which when taken in into the body of living organism may modify one or more of its function, this includes not only medical also intended primarily active substance.

iv.          Drug misuse: Is the over zealous or indiscrete administration of drugs by using drug meant for certain purposes for another purpose rather than what it is meant for.

v.           Drug addiction: Drug addiction is the dependence on a substance with the presence of physical withdrawal symptoms.

vi.          Psychoactive drugs: This is defined as in alternating drugs.

vii.         Habitualism: This is the dependence on a substance without the presence of physical; withdrawal phenomena. Thus it is the psychological desire to repeat the use of these drugs, continuously for emotional reasons.

viii.       Dependence: It is a state of psychological or physical need to both resulting from the interaction between an organism and a substance resulting from continuously or periodic use which is characterized by behavioural deviation.

ix.          Tolerance: Is defined as the situate ion when the same amount of substance can no longer produce the effects and the individual than needs higher amount to produce the same effects.

x.           Withdrawal: Is the situation when unpleasant sensation such as shaking, seating tremors, frightening feelings and some times hallucination and delusions occurs when the drug is stopped.

Continue reading FACTORS INFLUENCING DRUG ABUSE AMONG STUDENTS IN HIGHER INSTITUTIONS →

Using Technology Tools in the Public School Classroom

 

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Chapter I: Introduction

Technology is a part of nearly everything people do. But does it have a place in the classroom? In this study, teachers in the Kaiserslautern School District, which is located in the pfaltzland area of Germany consisting of eight military bases, had just received new computers over the past 18 months, and some attended specific software training classes the past summer. Kaiserslautern is a district in Germany on military bases.

 

The district encompasses four high schools, five middle schools and 10 elementary schools. The children that attend the schools are American children in military families. The teachers were ready to infuse their classroom lesson plans with a variety of technology and assigned students activities that involved creating brochures, creating PowerPoint presentations, and using video cameras. This rush of technology could be seen in almost all of the regular classes.

 

 

However, as the school moved into the 2nd quarter, there was a slow return to traditional classroom instruction, leaving PowerPoint presentations, use of Publisher, and video production behind. Students are still using word processing programs and completing a few scattered technology projects, but the flurry of technology use is over. At-risk students’ grades have dropped, along with students’ attendance in some or, for a few, in all classes after use of technology was dropped.

 

The children who are now in grades K-12 will graduate high school over the next 12 years, and more jobs will be technology-based than in previous years. Even if a student decided to work at a fast food restaurant the rest of hisfher life, he/she would have to learn to work the cash register, which is computerized. In addition, the rising use of the Internet has brought people together from all over the world. People in the United States are able to do business with people in Spain via the Internet, for example.

 

According to Kleyn-Kennedy (2001), “The unprecedented, exponential growth of technology has changed the world as we know it, and its2impact on every aspect of society is, as of yet, impossible to measure” (as cited in Honey, 2005,p. 8). Smith (2002) offered these thoughts on the impact of technology on the workplace: Clearly it is now possible for more people than ever to collaborate and compete in real time with more other people on more different kinds of work from more different corners of the planet and on a more equal footing than at any previous time in the history of the world-using computers, emails, networks, teleconferencing, and dynamic new software.(p.325) Secretary of

 

Education Margaret Spellings, in her 2006 testimony to the u.S. Senate Committee on Health, Education, Labor, and Pensions, spoke of the unprecedented pace of technological innovation and global competition taking place today. She concluded, “All Americans must be technically adept and numerically literate regardless of their chosen occupation so that they can make informed decisions and enjoy advancement in their careers” (Spellings, 2006, p. 3).

 

 

Therefore, it is imperative students have a positive attitude and a basic understanding about technology to be successful in their adult lives. If schools do not change along with society as far as technology is concerned, they will educate a group of students who do not have the technological skills to compete and succeed in higher education or in the job market, both nationally and internationally (Basset, 2005).Today teachers have access to innovative tools with which to enhance their curriculum.

 

One of these technology tools is the Internet, which has given students a new way to do research, allowed teachers to offer a wider topic range, and made available an endless amount of information. Additionally, email connects teachers and students from all over the world so they can work collaboratively with other teachers and students anywhere in the world. Interactive whiteboards also allow students to touch the screen and participate in thought provoking3activities prepared by teachers. Specifically, special education teachers have access to tools such as a scanner that will read aloud and software programs that emphasize reading skills. These tools could be helpful to a blind student listening to a book, learning-disabled students playing with reading software, and dyslexic students learning how to read with software.In the field of education, the influence of technology is ever increasing as school districts and even state governments mandate its use more and more each year.

 

The Kaiserslautern School District, the district where the researcher works, all 750 teachers in grades K-12 were given the opportunity to apply for new technology tools for their classroom. They were offered a SMART Board, an interactive whiteboard; a Liquid Crystal Display (LCD) projector, a projector that connects to a computer hard drive; and an Educators Workstation, a laptop computer with a docking station and a wireless keyboard and monitor. The district superintendent hoped, by offering these tools as well as training teachers to use the tools, student test scores and both teacher and student motivation would improve.Students should benefit from the use oftechnology in the classroom. Research in this area has the potential to prove that when teachers use technology tools in the classroom, students become more motivated to learn the material and are more involved in the lesson. In addition, their attention spans may increase when a teacher uses technology tools.

 

Some of these tools include an interactive whiteboard, email, the Internet, course specific software, and many other options available today.If teachers understand the importance ofintegrating technology into their lessons and receive the professional development needed in their fields, they could become accustomed to using technology tools; therefore, student learning and motivation could increase.

 

As KleynKennedy (2006) stated, “Even ifteachers are not drawn to technology, they realize that4computers are here to stay, and inevitably, they must resign themselves to developing sufficient technology skills” (p. 43). This study attempted to show that teachers who use technology tools in their classrooms would improve student learning and motivation. “Today’s education system faces irrelevance unless we bridge the gap between how students live and how theylearn…Students will spend their adult lives in a multi-tasking, multifaceted, technology-driven, diverse, vibrant world-and they must arrive equipped to do so” (Transition in School, 2000, p.48).

 

Statement of the Problem

The problem is although many new technology tools are available for teachers to use in their classrooms, training must be provided and continuously encouraged for implementation to be successful. Teachers should realize ifthey spend the initial time learning to use technology tools, such as an interactive whiteboard, email, or the Internet, the tools could benefit their students.

With practice and a little extra planning time, teachers should be able to integrate technology into their classrooms and soon witness the benefits, such as improved student test scores and motivation.Some teachers are anxious about change and, therefore, shy away from technology. However, the technology tools suggested in this research paper are user friendly and could possibly reap many rewards for students in the classroom. Iftraining is provided to teachers and followed up with peer coaching, observation of other teachers using the tools, mentoring and coteaching, teachers should have less anxiety about integrating technology tools into their classrooms.5Purpose ofthe StudyThe purpose of this study was to prove the importance of adding technology tools into a teacher’s instruction method.

During the Information Age, technology tools should motivate students by making their lessons more real world experiences and bringing American education into the 21st century. When teachers add technology tools to proven instructional strategies in their curriculum, students could be more excited about learning, their attitudes could be positive about technology, they could be more engaged in the lesson, and their test scores could improve. Any teacher who can use a computer can integrate technology tools into hislher classroom. This study specifically hoped to show significant improvement in at-risk students’ attendance and grades based on current research related to computers and students. The fact classrooms contain computers with an abundance of software does not mean teacher technology use and student technology use will have an immediate and sustained positive effect on student grades and attendance.

For these benefits to occur, instructors must undergo professional development in combining use of the technology tools with effective instructional strategies.Research QuestionsTechnology in education is a very broad topic, and many questions could have been asked ofteachers and students to gather information for this study.

The researcher narrowed down the topic by focusing on teachers and students’ motivation, grades, attendance, and attitude. As a result, this study considered the following research questions:I. What anxieties do teachers have about adding technology to their classrooms?2.How does the attitude of students improve when technology is used in the classroom?3.

What benefits are there to students when technology is integrated into the classroom?64. What levels of professional development are needed to help the teacher learn to use the new technology tools?5. Specifically, is the interactive whiteboard easy to use and beneficial to students?6. After professional development is provided, how many of the Kaiserslautern District’s 261 teachers who received an interactive whiteboard said that they will continue to use the board and will add other technology tools into their curriculum? Assumptions ofthe StudyThe researcher assumed the teachers in the study use proven instructional strategies and are competent in their subject matter and their classroom management and teaching style are already high quality. Also, the researcher assumed the teachers in the study would try to the best of their ability to add technology tools into their already existing curriculum. The researcher also assumed the teachers would allow their students to use the interactive whiteboard interactively and provide honest feedback for the duration of this research project.

 

Definition ofTermsTechnology.

The branch ofknowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment, drawing upon subjects as industrial arts, engineering, applied science, and pure science (Technology, 2006).Technology toolsTools such as, but not limited to, an interactive whiteboard, software, email, computers, and the Internet are considered technology tools Interactive whiteboard.

An electronic device, which interfaces with a computer so that images, are displayed on the board where they can be used interactively (Weiser, 1996). Notes can be added, points of interest highlighted, and programs manipulated as one would a giant7touch pad. Resulting notes, drawings, etc., can then be printed out from the computer or saved for future reference.

 

SMART Board An interactive whiteboard.

The SMART Board is the brand name of an interactive whiteboard.

 

Educational software

Educational programs used to direct the operations ofa computer. Educational software can include any software program used for any subject in the school curriculum for educational purposes.Laptop. A portable computer that can be docked at a station or used with a wireless connection. These laptop computers can be taken home or to workshops and conferences.

 

Video presentation device.

Device that places objects to be viewed on a surface such as a screen or board. A video presentation device can be connected to a computer, VCR, or other projection tool. Images may be displayed large enough for a group to view (Weiser, 1996).Video projector. A device that can be connected to a computer, VCR, or laser disk player and project a bright, sharp image on a large surface such as a screen or wall (Weiser, 1996).

 

Computerized testing.

Testing that is created, taken, and graded online. Computerized testing must be done in a lab that has enough computers for each student. Interactive learning. Situations in which the learner is a participant in the process rather than a spectator (Bork, 1978).

 

 

Constructivism.

Theory espousing that knowledge is not “about” the world but rather “constitutive” of the world (Sherman, 1995). According to constructivism, knowledge is not a fixed object; instead, an individual through hisfher own experience ofthat object constructs it. The constructivist approach to learning emphasizes authentic, challenging projects that include students, teachers, and experts in the learning community. Its goal is to create learning8communities that are closely related to the collaborative practice of the real world (Dwyer, 1994).

 

Educational Technologist.

A teacher who is a full-time, school-level computer coordinator and teacher of technology implementation to teachers. Each Department of Defense School has one Educational Technologist.

 

Limitations ofthe Study

Teachers’ schedules are already filled to capacity with deadlines regarding extra requirements other than teaching, and time is limited for these teachers to learn to use new technology tools. Many teachers stay very late in the afternoon or take papers home to grade just to keep up with the day-to-day requirements of their jobs. Rarely is a teacher given enough time to work in the classroom or on lesson plans during the school day, so much of a teachers work is done during off duty hours.

Additionally, the cost of technology requires expensive maintenance, so if any of the technology tools that are used break, the tool is not likely to be replaced, and repair takes a very long time. For instance, the last time the supply office of Ramstein Middle School on Ramstein Air Base in Germany purchased a light bulb on a LCD projector, the replacement bulb was approximately $400.

Most schools in the Kaiserslautern District do not have the funds to replace the bulb, leaving a technology tool unusable for the teacher. Limiting the study to only a few technology tools is necessary because of the many technology tools available to the teacher.

 

Methodology

The remainder of this paper will discuss the effects of technology tools that have been added into the classroom curriculum and the ways in which they can be beneficial to teachers9and students. The researcher investigated other studies oftechnology tools that have been integrated into the classrooms and the effects these tools have had on students.

The Teacher Technology Survey (See Appendix A) was used to gather information on how teachers and their students used the technology tools in the classroom during the course of school year 2007/2008.

The Student Technology Survey (See Appendix B) was used to gather information on students’ motivation; attitude toward school, attendance and grades before and after technology was added to their classes.

The survey instrument was designed to identify teachers’ proficiency on computer equipment and applications and the frequency with which teachers and students use tools/applications in the classroom.

These surveys have been used numerous times with various teacher and student samples and have generated reliable results. Teachers who use the tools and the level of expertise and professional development available to them completed the teacher survey. Students who were in the classes of the teachers implementing technology completed the student survey.

 

 

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