INTERNATIONAL JOURNAL OF
EDUCATIONAL MANAGEMENT (IJEM)
VOLUME 4, 2006
ISSN: 079447684
Published By
Department of Educational Management,
University of Ilorin,
Ilorin.
Table of Contents
JOSEPH O. MANKOE, Ph.D. - The Provision of Educational
Resources for Basic and Secondary Education in Ghana:
Contributions From Various Stakeholders...........…………………….
1
DR. (MRS.) IJEOMA A. ARCHIBONG - An Assessment of Role
Performance Effectiveness of Academic Heads in Tertiary Educational
Institutions in Akwa Ibom and Cross River States..............................…
12
DR. (MRS.) A.O. AKINSOLU - School Facility Depreciation and
Types of Maintenance Required by School Administrators in
Nigeria: Planner's View..…………………………………………......…
19
DR. (MRS.) A. N. OKORIE - Contemporary Nigerian Educational
Leaders and Computerized Technology-. Strategies for Integrating the
Computer into The Curriculum................................……………………
28
DR. A. A. ADEOGUN - Training and Experience as Predictors of
Teachers Productivity in Secondary Schools in Nigeria..........................… 38
DR. NATHANIEL C. OZIGBO - Exploring the Factors Affecting
"Organisation Search" For Improved Productivity.....................…….…
50
MRS. NNENNAYAIBIAM (PH.D) - Comparative Study of Financial
Costs and Benefits Between Science and Business Programmes in
State Universities in Nigeria............................................................……
62
DR. MISIA KADENYI, JULIET MACHARIA, ANNE
MAIYO - Education for Growing our Leaders in Kenya: The Need
for a Youth Agenda in Leadership Succession Management in the
Public Service.........................................................…
71
MAIYO KIPROP JULIUS MARCELLAMWAKA &
KYALO BENJAMIN WAMBUA - Determining Internal Efficiency
of Secondary Schools in Kenya.............…………………………......…
83
DR. N.B. OYEDEJI - Decision Making Process and Effective
Communication...…………………………………………………..…
98
International Journal of Educational Management (IJEM) Vol. 4, 2006
________
CONTEMPORARY NIGERIAN EDUCATIONAL LEADERS
AND COMPUTERIZED TECHNOLOGY STRATEGIES FOR
INTEGRATING THE COMPUTER INTO THE CURRICULUM
BY
DR. (MRS.) A. N. OKORIE
Abstract
In contemporary Nigeria, as in other nations of the world, there is a
strong assumption in several of the educational dialogues that computer
technology can be a major means for educational improvements and change.
Thus, the purpose of this paper was to argue for pragmatic integration of the
computer into this nation s educational curriculum. It was also an attempt to
argue that effective leadership is necessary if the computer technology is to be
adequately integrated into the curriculum. Hence, educational administrators,
who by the nature of their unique positions are leaders of their institutions, have a
major responsibility to actively initiate practical actions for relevant educational
changes and innovations such as the integration of the computer technology into
this nation s education curriculum. Since it currently appears that the fear of
using computers has caused some educators not to use this most valuable tool, the
paper, in addition, examined some strategies that can be quite effective in
enabling the educational leaders to assist school staff members to acquire the
necessary technological skills to implement the integration of computer
technology into the curriculum more effectively.
Introduction
Technology appears to be a significant force in shaping the problem of
today's fast-changing competitive scene and school improvement efforts. It is the
purpose of this paper to argue that technology, especially the computer, must be
pragmatically planned and integrated into the instrumentalities being used to
respond to this problem if Nigeria is to join her counterparts in the rest of the
world in the race for information and technological improvements. Thus, now,
more than ever before, is the time for the nation's educational administrators, who
are the leaders of their various institutions, to exercise strong leadership in
initiating relevant administrative and curricular changes and innovations in
education, for example, the integration of the computer technology into the
nation's school's curriculum. They need to lead the schools rather than allow them
to operate by force of habit. Administrators who fail to actively exercise this
leadership, am the risk of having their educational agenda set by others. This
viewpoint on computer technology as a means for educational improvement and
change must be thoughtfully studied, and pedagogy accompanying technological
innovation must be developed.
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Contemporary Nigerian Educational Leaders and Computerized Technology-. Strategies for Integrating the Computer into The Curriculum
In continuing educational dialogues, there is strong assumption that
computer technology can be the major force in change and achieving schools of
excellence for all students in this nation as in other nations of the world:
A revolution in communication and information technology is making the
computer a basic tool for acquiring knowledge, organizing systems, and
solving problems. As such, it is having as profound influence on learning
and on world of work (Aliyu, 2000, Levine and Rheingold, 1987).
The word "excellence'" as used in this context is a progressive term. It is
an ongoing process, not an end product. According to Donaldson (1985),
"excellence is more a state of becoming than a state of being," in addition, "the
excellence of an education institution lies in how its internal processes work to
constantly improve its environment and performance." Meeting the demands of
the fast-changing competitive scene and achieving necessary technological
improvements and excellence in present-day education in Nigeria will not just
happen by chance; it will require leaders who can influence people in ways that
nurture self motivation and leaders who can help the educational institutions
know "the right things to do" rather than helping it "do things right" (Dean and
Persall, 2001).
Leadership and the Educational Administrators in Nigeria
Principally, one of the prerequisites in achieving leadership effectiveness
in education, as in any other field, is having access to up-to-date and sound
information. However, it seems to be a common knowledge, in Nigeria today, that
a major problem con fronting educational leadership and management has been
the obtaining of information that is timely, accurate and useful. For instance,
planning and reform implementation policies appear to fail in the nation's
educational system due to lack of strong leadership, inadequate support, scanty
provision of in service training and, most especially, lack of appropriate
information. Planning, decision making, implementation and control are
intimately related leadership and administrative functions that are heavily
dependent on information flows.
As succinctly stated in Obi (2003, pp. 155-156), valid "information
constitutes the most important tool and indeed the very essence of management
function particularly in educational management.... Information indeed is needed
for all types of decisions and at all levels of the management process".
Furthermore, information required for efficient and effective planning, decision
making and control activities must be ideally comprehensive, accessible, timely,
accurate. While the technology must be used with discretion, computers are one albeit important - means of producing accurate and sound information and as such
should be used to best advantage for processing needed information for effective
leadership in education. The availability of a wide range of information sources
and transmission media gives management and leadership in particular the ability
to make informed decisions based on an up-to-date picture of a situation, and
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International Journal of Educational Management (IJEM) Vol. 4, 2006
________
an awareness of alternative responses and their likely effects. Presently, for
instance, there is a widespread use of computers in responding to such issues as
'What is likely to happen, if one decides to choose option A?' 'What is likely to be
the consequence of altering Abut not altering B? The computer represents a
powerful technology and can be a valuable administrative tool mat can process
more information in a shorter period of time more accurately as well as enhance
the leaders' analytical ability.
In contemporary Nigeria, the domain of educational system is broader and
much more complex. In addition to the seemingly inadequate funding and
inadequate facilities, the system is also faced with increased student population
resulting into overcrowded schools and, most importantly, lack of relevant
information on these and similar issues. Of course, the availability and
appropriate utilization of timely and accurate information will not only minimize
the above enumerated problems but will contribute tremendously to leadership
effectiveness.
The need for devising a well-thought out and properly designed
computerized management information system (MIS) should be obvious by now.
Management information system is defined as "a system to convert data from
internal and external sources into information and to communicate that
information, in an appropriate form, to managers at all levels in all functions to
enable them to make timely and effective decisions for planning, directing and
controlling the activities for which they are responsible" (Cole, 1996, p. 227).
Although the development of MIS does not necessarily require the use of
computer, it should be clearly stated that the computerized process has a distinct
advantage over that previously accomplished manually. The benefits of MIS have
been significantly enhanced since the evolution of high speed computers.
The effective administrators take advantage of computers as they can
process much more information in a shorter period of time and with the speed that
would make the information useful. Undoubtedly, management information
system in educational administration will continue to expand. As it becomes
necessary for educational leaders to make timely, accurate and useful decisions,
computers will become, even, increasingly important.
It cannot be over emphasized that leadership is the pivotal force behind
successful organizations and for an effective integration of the computer
technology into the curriculum to occur, educational institutions in Nigeria will
need professional and enlightened leadership. Leadership is the ultimate necessity
for any successful group or endeavour. Leadership may be regarded as a series of
functions that; build and maintain the group, get the job done, help the group feel
comfortable and at ease, help to initiate, set, and clearly define objectives, and
cooperatively work toward these objectives.
In general people dislike change and can feel threatened by new systems
especially those that use technology with which they are unfamiliar. Creating a
climate of trust, expelling the fear of failure, and stimulating innovation are also
30
Contemporary Nigerian Educational Leaders and Computerized Technology-. Strategies for Integrating the Computer into The Curriculum
roles that the leadership must play. In the final analysis, it may well be the most
important role impacting on the school's excellence. As hinted above all
organizations, and individuals as well, resist change and innovation. To overcome
the natural barriers to the change process in educational institutions, the leaders
must concentrate on establishing a culture that minimizes the fear of change and
designing the organizational processes that promote innovative practices.
The emergence of leadership as a significant factor in the current school
improvements and technological innovations for quality education is directly
attributable to school effectiveness research (Coffey and Lashway, 2002). The
research clearly-revealed the importance of school leadership. While, it is
essential to take a comprehensive view of leadership as a distributive function, it
should be noted that school administrators are keys to leadership. Consequently,
the contemporary educational administrators in their unique position have a major
responsibility for creating a learning environment and initiating relevant and high
quality administrative and curricular changes in education that reflect the nation's
changing needs and aspirations. As leaders, educational administrators have the
responsibility to foster and promote initiative, excellence, and growth in others,
and to motivate, facilitate improvement and provide the necessary group unity and
commitment to school's common goals and objectives. Thus, as educational
leaders in this nation are expected to provide high quality education for all
students, both high achievers and those at risk, a concern for effective strategies
for integration of the computer technology into the educational curriculum
becomes particularly paramount.
The Integration of Computer Technology into the Educational Curriculum
As Aliyu (2000) aptly observed, computers are not only becoming more
available but also more accessible in their operation. Administrative and
curricular innovations that need the provision of microcomputers certainly require
conscious practical planning and the commitment of those who care most about
excellent education for all students-school administrators, teachers, parents and
other members of the community as well as expert advice. Not only must
computers be purchased, but fluids must be budgeted for maintaining the
equipment; modifying the facilities; purchasing software, computer supplies and
furniture; providing teacher training and retraining; and perhaps hiring a computer
resource person to coordinate the program. In addition, it requires a major
commitment of time (one commodity no leader or other administrators has
enough of) from all the participants.
The issue of the integration of the computers into the educational
curriculum is not only about the introduction of new devices to enhance learning
and administrative effectiveness, it includes, in addition, the staff members
familiarization and mastery of the devices that will play a major role in the
students' academic performance and world of work. For this reason and that stated
earlier, this paper also examined some strategies that can be quite effective in
enabling educational leaders to assist staff members and teachers in dispelling
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International Journal of Educational Management (IJEM) Vol. 4, 2006
________
their doubts and sometimes "computer phobia" so as to be able to develop
computer skills and acquire the needed knowledge as well as confidence to
incorporate computers into their administrative and instructional repertoire.
Strategies for Integrating the Computer into the Curriculum
Integrating the computer technology into the curriculum could begin with
the implementation of any of several activities. However, for ease of discussion,
six strategies are examined.
1.
Computers and how they work:
Innovative practice does not just
happen. It requires creation of a climate of trust, support, and encouragement
along with sensitivity to the fact that change is most often accompanied by fear of
the unknown (Dean and Persall, 2001). Thus, an excellent way to begin this
process is for the administrators in the educational institution to assist teachers
and other staff members to get interested in the possibilities of using computers in
the school offices and classrooms as well as to learn and become familiar with the
component parts of the computer system. This can be done by demonstrating the
immediate utility of computers through such educational-related activities as
student records, attendance accounting, scheduling, grade analysis and reporting.
Minimizing the use of technical terms and computer jargons in favour of
using common terms such as printer, monitor, mouse, keyboard and microphone
will allow staff members to easily understand and learn the basic hardware
components of the computer system. Introduce the components and provide
exercises and opportunity to practice. This hands-on experience give way for the
introduction of pertinent peripherals such as diskette or disk, disk drive, printer,
etc, with little or no confusion. Learners should be trained to freely touch and turn
on the computer system, insert a disk in the drive, care for floppy disks, use the
printer properly, and reboot if the computer is already turned on.
Further emphasis should be on conceptual instead of technical
understanding and should concentrate on the various available flowchart designs,
basic programming methods, computer languages and applications for
administrative and instructional uses. Providing numerous opportunities for staff
members to write and demonstrate their own programs helps to build more
confidence and a high level of comfort and ease that show that the task can be
accomplished and that computer is a viable and powerful tool that can enhance
administration and instruction in educational milieu.
2.
Computer Application in School Offices and Classrooms: The talk about
integrating computer technology into the curriculum will become just another fad
if staff members in the school are not empowered to practically use the computer
applications as part of their strategies for information retrieval, communication,
and problem solving. Staff members do not merely need to attain a high level of
comfort and ease about utilizing the computer, they need to understand its
particular applications to their various areas of educational needs. Word
processing can be an exciting computer application for the whole school.
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Contemporary Nigerian Educational Leaders and Computerized Technology-. Strategies for Integrating the Computer into The Curriculum
Software packages for word processing, such as Microsoft Word, etc. are
available on just about every make of computer. Pedagogically. word processing
is one of several appropriate introductions to computers because the skills learned,
such as entering and manipulating information, are skills required for many other
computer applications. As might be expected, a potential problem in teaching
word processing to a large number of people is the large amount of computer time
such an application demands. However, this demand may also help people and
authorities see the need for more computer facilities!
A similar and even simpler application that might encourage staff 2425
members to 'play' with the computer is an electronic message system, enabling
staff, students and even parents to send, receive, and answer messages
effortlessly. This message capability can be centered at one location, but it has a
lot more utility if it is part of a network.
Illustrations of lower type cognitive applications like drill and practice,
tutorial, repetitive and routine administrative tasks are other attractive applications
that aid to familiarize staff members with computer uses in the more traditional
ways of tutelage. Also, examples of critical thinking, simulation and problem
solving are illustrations of exercises connected with the higher order cognitive
skills. With regards to the affective domain, computers can help staff members in
achieving a greater degree of consistency in presenting an organized system of
attitude and virtues. There are, similarly today, more exciting and powerful
computer applications that can address the needs and concerns of educational staff
members.
3.
Support from Parents and other Community Members: Integration of the
computer technology into the educational curriculum cannot be imposed. To be
successful, it should have the support of the school community. By allowing all
parties involved-administrators, all staff members, parents, and community
members-to be included in planning, implementation, and evaluation will create a
feeling of cooperation within the entire school and community at large. Promoting
positive attitudes toward the microcomputers and their applications to
instructional and administrative needs must be taken into account if computers are
to become a fundamental part of the curriculum. Although several community
members are familiar with and understand the value of computerized technology,
some members of the school community still see the use of computers as mirage.
Consequently, information about in service activities and the objectives as well as
definite applications of computers in education should be given wide publication
by the educational leaders.
Administrators have the unique opportunity not just to circulate
information about the computer technology but also to obtain public support and
confidence through the local media, community awareness sessions, school
newsletters, and other communication media. Ultimately, administrators can
secure further support for this instructional tool by getting parents and other
interested community members to volunteer to share their experiences with
computers.
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International Journal of Educational Management (IJEM) Vol. 4, 2006
________
4.
Choosing Educational Software:
Software, in contrast to hardware, is
the invisible pan of a computer system. It is the heart of the computer. The term is
often used to mean not only the program themselves but their associated
documentation (Oluwunmi, 2004, French, 1996). The potential of the computer is
so great, both as an instructional medium and as an object to learn with, the
challenge, for the educational community today, is to define what students and
staff members can do with computers that is better than or different from
traditional ways of learning and teaching. Once that is accomplished, it is then
incumbent upon the school leadership to buy or create educational software that
uses these unique capabilities of the computer in some way to achieve educational
goals and objectives.
The search for quality educational software, as with most processes in life,
is made up of a series of compromises. However, there are educational software
packages nowadays that are better than others. The administrators' and staff
members' task is to find those that will be best for accomplishing the educational
purposes. The following questions should be carefully considered and be a guide
when choosing software to suit the curricular aims (Coburn, Kelman, Roberts,
Snyder, Watt and Weiner, 1985):
*
Is the content of the materials suitable for the learners?
*
What values does the content convey?
*
Is the content educationally significant?
*
What is the nature of the feedback the program provides to students?
*
Does the software permit modification to meet individual student needs?
*
Is the program free of bugs (errors in a computer program) and breaks?
*
How does program handle user errors?
*
Are directions in the program itself clear and acceptable?
*
Is there good clear documentation for the teacher?
*
Is there good clear documentation for the students?
*
Are screen displays effective?
*
How easy is the program for students to use?
*
How well do students learn what the program is intended to teach?
(pp. 184-185).
While these are questions best answered after students have actually used
a program, trained experienced staff members who know their students well can
most probably predict how a program will fare with student use. Additionally,
when the materials are received, read through the accompanying documentation
carefully. The documentation should provide you with any directions needed for
using the software that are not built into the program itself, such as loading
instructions. You may wish at this time to nuke note of the authors' stated
educational intentions for the materials.
The administrators with the help of experts can give more information on
available software by disseminating copies of professional journals and critiques
by independent assessor's observations concerning software packages.
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Contemporary Nigerian Educational Leaders and Computerized Technology-. Strategies for Integrating the Computer into The Curriculum
5.
Introducing Computers into the School:
Bringing computers into the
school system certainly requires a careful and deliberate planning and procedure.
For students and staff to appreciate computer technology, they have to be helped
to develop a high level of comfort and confidence in working with the computer
in their early contacts. Any strategy for integrating computers into the curriculum
that is based on previously identified aims and objectives for each unit of
instruction should comprise determining:
*
The skills, attitudes, and knowledge that should be learned through
computerized technology.
*
The instructional mode (simulation, gaming, tutoring, etc.) that will best
help the student to learn the material
*
The logistics of student use through time-block scheduling
*
A set of clearly defined learning objectives, the instructional materials
used to achieve the desired outcome and the type of evaluation techniques to be
used to assess mastery (Weller and Wolfe, 1985, pp. 141-143).
Most importantly are hands-on exercises that will aid to reduce the much
suspicion about computers and get both students and staff members into
familiarizing themselves with the technology.
Familiarization exercises, with staff illustrations, concentrates on short
clear explanations of hardware components (mouse, keyboard, printer, speakers,
disks) and types of software (system and application software) and the procedure
for operating a computer system. Video games, brief staff-made and other
interactive programs which can stimulate learners interests are also encouraged.
6.
Assessing Computerized Instruction: An effective measure of how well
the software has helped to achieve the predetermined goals and objective is the
staff members' critique of the instructional program. Observing discrepancies and
relevant corrections that must be effected for learners as they progress using the
software is essential. Another method of assessing the quality of software is to
analyze how easy the program is for students to use and how interesting the
program is to them. A constant analysis of student computer printouts of student
reactions to test questions and assignment is an adequate evaluation method.
Lastly, student feedback about software 'bugs' and how well students learn
what the software is meant to teach is critical in ascertaining the utility of the
program.
Evaluating student performance can be achieved through various ways.
But, as shown in figure 1 below, it is possible to use a continual progress plan of
assessment that allows for individual student-paced teaching to evaluate student's
development as well as foster their proficiency.
35
International Journal of Educational Management (IJEM) Vol. 4, 2006
________
Evaluation Design for Continuous Progress
(Student Enters)
Orientation Experiences
Learning Objectives
Test for Mastery (Pretest)
Computer Instruction
& Teacher Instruction
Based on Mastery
Computer-Assigned Material
Test for Mastery (Posttest)
Full
Mastery
Part
Mastery
Figure 1. Source: Weller, L.D. and Wolfe, D.M. (1985). The Principal and
Planning Model, p. 142
Learners should be made to know from the beginning the content to be
mastered. Also, an explanation of the type of tests and assignments which will be
used can be given to the students. Pretest results can be used to place students on
a learning continuum and to start those instructional activities that agree with the
early diagnostic test results.
After the assignments and tests are finished, the staff and student can then
assess computer printouts to establish the student's mastery level of
subject. This type of individual conferences act as the most important aspect of
the assessment standard. The learners who show partial mastery of skills should
be allowed to review just the part of content not yet mastered. Students who show
mastery of skills being learned can move on to the next instructional level.
Conclusion
The educational administrators, who are the leaders of their schools, are in
a unique position to initiate quality administrative and curricular changes and
innovations that reflect the contemporary nation's needs and aspirations as well as
36
International Journal of Educational Management (IJEM) Vol. 4, 2006
________
move their institutions toward greater effectiveness. One of the important
prerequisites in achieving leadership effectiveness in education, as in any other
field, is having access to up-to-date and sound information. The benefits of MIS, a
technique that provides leadership and management with timely, accurate, and
useful information to assist in their decision making process, have been
significantly enhanced since the development of high speed computer.
The talk about integrating computer technology into the curriculum will
become just another fad if staff members in the school are not empowered to
practically use the computer applications as part of their strategies for information
retrieval, communication, and problem solving. By using relevant staff
development activities, the educational leaders can aid staff members in acquiring
the essential skills to integrate computer technology into the school curriculum.
Employing the peer group concept to facilitate instruction and administration, the
educational leader not just strengthens the credibility of the programme but
furnishes staff members with practical illustrations for applying computer
technology to their administrative and teaching practices. By offering strategies
for integrating the computer technology into the curriculum that include hands-on
experience, the educational administrators can encourage an instructional
programme that nurtures student learning and is consistent with the trend of the
moment.
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