THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON PUPIL’S COMMUNICATION SKILLS

THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON PUPIL’S COMMUNICATION SKILLS

Background of Study

In today's society, where the proliferation of information requires the use of information and communication technology (ICT), teaching is turning into one of the most challenging professions to work in (Bakkabulindi, 2017). The information and communications technology industry has rapidly evolved into one of the core components of modern civilization. Many countries today consider an understanding of information and communication technology (ICT) and its core concepts to be an essential component of education (UNESCO, 2002). The Nigerian government has established a Ministry of Communication Technology in addition to a National Information Technology Development Agency in order to highlight the relevance of information and communication technologies in the promotion of economic growth and development. Observers and proponents of information and communications technology anticipate that our use of more complex and enabling technologies will continue to increase, to the point where technology literacy will become an essential need for our professional, social, and private lives.

According to the National Council for Curriculum and Assessment of the United Kingdom (2004), as the pace of technological advancement continues to quicken, students in our primary schools will live in a world where information and communication technology (ICT) is increasingly integrated into their everyday life. This is something that the National Council for Curriculum and Assessment of the United Kingdom emphasizes. In the realm of education, computers are not a novel concept. The 1990s were a decade in which there was an increased focus on increasing the use of computer technology in the classroom, and this focus was not limited to computer aficionados. The incorporation of new technologies into educational settings is coming under increasing amounts of scrutiny and pressure from a variety of stakeholders, including parents and representatives of the business community (Pelgrum, 2021). The Internet is one of the most important developments in technology or the digital age, and it has had a huge impact on the educational system. According to Hargittai (2019), the Internet is a globally linked network of computers and people that is both technically and functionally integrated.

Students' natural sense of playfulness may be stoked by exposing them to a variety of environments via the use of technology. Students have more opportunities for self-directed activities, self-paced interactions, privacy, and a safe atmosphere in which mistakes can be addressed and thorough feedback can be offered thanks to the proliferation of technology in today's classrooms (Pelgrum, 2021). The value of machine-generated feedback is increased by a machine's ability to recognize mistakes made by pupils and quickly link them to exercises designed to address those deficiencies. Research that is only beginning to emerge indicates how important qualitative software feedback is. The usage of headphones in the laboratory piques the students' interest in the content, which in turn pushes them to practice it several times without becoming tired with it (Musisi, Nansozi, Muwanga, and Nakanyike, 2020) Students may enhance their communication skills with the use of software that is now accessible. The kids will play it frequently with their own interest and attempt to strengthen their speaking abilities, which are the most crucial skills in today's ICT-driven world. This will be accomplished by integrating the right software on computers and playing it.

Speech recognition software has the potential to convert spoken words into input that can be read by a computer, so assisting in the development of children's speaking skills. The system first determines whether or not what was read was accurate, and it then offers reinforcement for right reading. Because the software only has to read a smaller portion of the text as the user's speaking skill improves, the learner is able to read more. This software also evaluates and provides scores for grammar, pronunciation, and comprehension, in addition to the appropriate forms; for example, if a pupil mispronounces a word, the educational tool may instantly notice the issue and aid in rectifying it. Because distance learners do not have an instructor who can correct their speech, this device may help them enhance their speaking talents to compensate for this lack.

In addition, information and communication technologies are regarded to be a set of technologies that may be used to process, acquire, and gain access to informational and communicative products and services. Hardware and software, as well as the Internet, telephones (including mobile telephones), telefax machines, typewriters, calculators, radios, televisions, and even industrial hydraulic equipment might be among the services and items that are provided. ICTs can be broken down into two primary groups, according to Bakkabulindi (2002): those that are used to convert or process data into information, such as adding machines, calculators, typewriters, and computers; and those that are used to communicate data and/or information from one location to another, such as telegraph, telephone, telefax, and computer networks. These instruments make it possible to tackle the problem in an interactive manner. The term "interaction" refers to the interaction of information between the user and the equipment being used. The availability, accessibility, and usefulness of these gadgets are also referred to as aspects of ICT. The term "accessibility" refers to the degree to which these information and communication technology (ICT) resources are easily available to the widest possible number of people. The ability of students and teachers to make effective use of the available resources in order to accomplish predetermined goals is referred to as "user-ability."

According to Ayodele (2022), the successful use of ICT in educational settings is dependent on the accessibility of certain resources as well as the instructors' ability to make use of such resources. It has been observed that the majority of public elementary schools in Lagos state have a limited number of functional information and communication technology (ICT) facilities, which inhibits the ability of instructors to use these facilities for the purposes of teaching and learning. Ineffective use of information and communication technology (ICT) facilities in Yobe state for the purpose of teaching and improving communication skills is further hampered by an inadequate budget, unpredictable power supply, and a lack of computer-literate teachers. As a result, it is essential to find solutions to these problems by providing teachers with the information and communications technology (ICT) resources and training they need to make successful use of these tools in the process of teaching and learning. Both teachers and students need to demonstrate a high degree of cognitive flexibility in order to make effective use of and development of ICT products that aid in the teaching and learning of communication skills (Jacobson, & Coulson, 2021).

1.2 Statement of Problem

Any discussion of a pupil's academic performance should include room for consideration of the pupil's learning. ICTs provide educational institutions and other organizations the opportunity to leverage and aid the process of teaching and learning by using technology. This opportunity was made possible by ICTs. Ikeokwu (2022) made the observation that despite the widespread promotion of information and communication technology (ICT) as an aid to teaching and learning, investment and donation of ICT equipment to primary schools still face the challenge of transforming pupils' learning processes and equipping them with the skills to effectively function in a dynamic, information-rich, and constantly changing environment. This is something that Ikeokwu pointed out in his research.

In a bizarre turn of events, in the event that this problem is not addressed, investments made in the development of ICT in primary schools would be squandered, and the quality of both instruction and education will deteriorate. Because of this, the primary school may not be able to fulfill its mission of educating children for a workforce that is becoming more reliant on the assistance of information and communication technologies (ICT) in the production and dissemination of knowledge. Because of this gap, it is essential to research the influence that availability, accessibility, and usefulness of ICT resources have on the students' speaking skills.

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