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Published Article
IMPLEMENTING A CULTURO-TECHNO-CONTEXTUAL PEDAGOGY TO ENHANCE COMPUTER STUDIES IN SECONDARY SCHOOLS: A CASE STUDY OF UYO SENATORIAL DISTRICT.
ABSTRACT
This study investigates a new pedagogy for Computer Studies with the implementation of Culturo-Techno-Contextual Approach (CTCA) in Secondary Schools in Uyo Senatorial District of Akwa Ibom State, Nigeria. The CTCA approach is an amalgam, designed on the power of three frameworks- (a) cultural context in which learners are immersed, (b) technology-mediation to which teachers and learners are increasingly dependent out and (c) locational context which is a unique identity of every school and which plays a strong role in the examples and local case studies for science lessons. The pace of closing the digital divide is quite slow and needs to be quicken up. Mixed method research design was adopted for the study as explanatory sequential design, data was collected from the target population using a purposive sampling technique. Data obtained was analyzed, recommendation was teaching and learning need to take account of students’ cultural background in order to identify different traditional and social beliefs attached to computer concepts and use it as a guide during teaching/learning process to ease students’ understanding of difficult concept.
KEYWORDS: CTCA, Computer Studies, ICT, Science, technology-mediation.
Arit Uyouko Uyouko Ph.D. And Julianna James Isang-Thomas
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