INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The application of ICT in various aspect of life has impacted significantly on the standard of work and lives of the people since its advent and subsequent spread. In the field of education the need to apply ICT cannot be overemphasized. Evidence from previous studies has shown that some countries, where information and communication technology (ICT) has been applied it has exacted a significant impact on the development of educational curriculum. The current wave of ICT development and applications requires its implementation in the Education sector. This is to augment their knowledge skills as well as to improve their learning skills. ICT, or information and communications technology (or technologies), is the infrastructure and components that enable modern computing. ICT refers to all devices, networking components, applications and systems that combined and allow people and organizations to interact in the digital world. A curriculum provides the list of courses or modules offered in a programme, content, purpose, method, duration, trainers and location or situation of a programme or course which are essential for a successful dispensation of manpower training and education (Ocholla, 2003). The study seek to appraise ICT and its impact on curriculum development in secondary school in delta state.
1.2 STATEMENT OF THE PROBLEM
The implementation of ICT Modules such as applying it for curriculum development entails a lot and its face with many factors such as the continuing demand for resources to upgrade existing facilities, increasing cost and limited ICT infrastructure, lack of information, illiteracy of teachers and teacher trainers-technophobia, poor or non-existent internet connectivity, inadequate learning resources including related educational tools, course curriculum, lack luster attitude of teacher-trainees and teacher-trainers, software license and high costs of maintenance and technical support as well as poor power supply. Slow access to basic ICT equipments and inadequacies in the use of audiovisual materials and equipment including films, slides, transparencies, projectors, globes, charts, maps, bulletin boards, plus programmed materials, information retrieval systems and instructional television in teacher education programmes are barriers to the effective and professional curriculum development in Nigeria (Ololube, 2006). The problem confronting the study is to appraise ICT and its impact on curriculum development in secondary school in delta state.
1.3 OBJECTIVES OF THE STUDY
The Main Objective of the study is to investigate appraise ICT and its impact on curriculum development in secondary school in delta state; The specific objectives include
1 To determine the relevance of ICT.
2 To determine the nature of curriculum development in secondary school.
3 To appraise ICT and its impact on curriculum development in secondary school in delta state.
1.3 RESEARCH QUESTIONS
1 What is the relevance of appraise ICT?
2 What is the nature of curriculum development in secondary school?
3 What is ICT and its impact on curriculum development in secondary school in delta state?
1.5 STATEMENT OF THE HYPOTHESES
The statement of the hypothesis for the study is stated in Null as follows
HO The curriculum development in secondary school in delta state is not effective.
Ho The impact of ICT on curriculum development in secondary school in delta state is low.
1.6 SIGNIFICANCE OF THE STUDY
The study shall proffer a critical evaluation ICT and its impact on curriculum development in secondary school in delta. The essence is to determine challenges and proffer measures of solutions.
1.7 LIMITATION OF THE STUDY
The study was confronted with logistics and geographical factors.
1.8 DEFINITION OF TERMS
ICT DEFINED
ICT refers to all devices, networking components, applications and systems that combined and allow people and organizations to interact in the digital world
CURRICULUM DEVELOPMENT DEFINED
A curriculum provides the list of courses or modules offered in a programme, content, purpose, method, duration, trainers and location or situation of a programme or course which are essential for a successful dispensation of manpower training and education (Ocholla, 2003).
COMPUTER ETHIC DEFINED
Deborah Johnson [1985] defined the computer ethics as the study of the moral challenges and dilemmas confronted in the use of computers.
[Moor, 1985] considered computer ethics as a study concerned with "policy vacuums" and "conceptual muddles" with the regard to the manner information technology is applied. The issue has to do with the absence of policy to address the challenges of the wrong use of computers with respect to the existing moral values and also identifying the new policies which addresses the new options facing the use of computers.
