PROBLEMS OF APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN NIGERIAN COLLEGES OF EDUCATION (A CASE STUDY OF AKWA IBOM STATE COLLEGE OF EDUCATION, AFAHA NSIT)
TABLE OF CONTENTS
Table of contents
1.1 Background of the study
1.2 Statement of the problem
1.3 Purpose of the study
1.4 Significance of the study
1.5 Research questions
1.6 Delimitation of the study
1.7 Limitation of the study
1.8 Definition of terms
REVIEW OF RELATED LITERATURE
2.1 Availability of ICT for teaching and learning
2.2 Utilization of ICT in the teaching and learning
2.3 Challenges on the use of ICT in teaching and
2.4 Summary of review of related literature
3.1 Area of the study
3.2 Design of the study
3.3 Population of the study
3.4 Sample and sampling technique
3.5 Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Administration of Instrument
3.8 Method of Data Analysis
DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Analysis
4.2 Discussion of findings
SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.4 Suggestion for further studies
1.1 Background to the Study
Information and communication technology commonly known as ICT is a term used to refer to a systematic process of gathering, processing, storing, sending and retrieving of information through the print, broadcast, computing and telecommunications media (Onwuagboke, 2019).
Achuonye (2012) sees information and communications technology as the collection, storage, processing dissemination and use of information. Ogunsola (2015) sees information and communication technology (ICT) as an electronically based system of information transmission, reception, processing and retrieval which has drastically changed the way we think, the way we live and the environment in which we live.
ICT serves as information handling tools that are capable of being used to generate process, store and retrieve, distribute and exchange information. When these different tools work together, they combine to form a network which reaches any part of the globe. It has increasingly become the most powerful tool for participating in virtually every global activity such as global market, promoting political accountability, improving the delivery of basic services and enhancing local development opportunities (UNDP, 2016).
In addition, according to Akinola and Aremu (2010), instructional technology incorporates the tools and making present support to reinforce teaching and learning on school pupils and students.
Furthermore, technology in this respect involves broad based technology including its methods, management and its applications, that support the creation, storage, manipulation and communication of information on students. An information and communication tools includes the following; radio, phones, computer, projector, internet facilities, printers, scanners, and photocopiers all these tools play a vital and central role in Information and Communication Technology on students in Nigerian higher institutions.
Learning from computer takes various forms. They include; computer-based instruction, computer assisted instruction and intelligent learning system, to name but a few. Basically, learning with computer sees the computer system as a tutor. Despite earlier cautionary findings, research studies provided considerable evidence on how to make optimum use of computers as tutors. However, in recent years, Ringstaff & Kelley (2012) asserts that computers can be effective tool in teaching basic skills.
Technology has advanced beyond this tutorial function and can do so much more than what is readily measured by standardized test (Ringstaff & Kelley 2012) while learning from computers can help students to enhance their performance on basic skills, learning with computers could facilitate a higher-order thinking (Jonassen 2010, Lim & Tay, 2013). Higher-order thinking is more than the simple recall of fact or information retrieval.
It is a function of interaction between cognitive strategies, meta-cognition and non-strategic knowledge during novel problem solving (Young, 1997 cited in Ogunsola, 2015). Many researchers investigating the use of technology in education have found that technology is most powerful when used as a tool for problem solving, conceptual development and critical thinking” (Ringstaff & Kelly, 2012).
Without reservation, Bower (2010), reasoned that it is an established fact that major sectors of the world’s economy are already utilizing the capability of information and communication technology equipment (the computer) to improve their efficiency and productivity. ICT has contributed significantly towards the growth and development of education in Nigeria.
In Akwa Ibom State, the advent of ICT in the education sector has impacted positively on teaching and learning. Thus, the government had provided computer systems to many schools to aid effective teaching and learning. Therefore, the State secondary education board core mission is to improve the standard of secondary education in Akwa Ibom State. Moreover, through innovative teaching approaches that leverage on technologies like ICT to better engage the new generation of great learners (Ema, 2016).
In the past, Akwa Ibom state government has sent many of its workers including lecturers on ICT training, but the trainings they received seemed not to have impacted their use of these technologies. The causes are; Ill-equipped ICT facilities in certain departments in the college, lack of infrastructural facilities such as electricity, internet communication network, etc. This study is specifically set out to appraise the availability and usage of Information and Communication Technology in Akwa Ibom State College of Education.
PROBLEMS OF APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING
1.2 Statement of the Problem
Traditional educational practices no longer provide students with all the necessary skills to survive economically in today’s work place. Notably, Akwa Ibom State College of Education is one of the institutions of higher learning, which has experienced challenges of maximizing the advantaged educational services which ICT facilities offer.
Consequently, this issue has resulted in low level utilization of ICT facilities in teaching and learning in the institution, which would have enhanced the teaching/learning processes. This problem has raised concern in both the students, lecturers, government and the Management of College of Education, Afaha Nsit. However, it is on this premise that this study attempts to unravel the problems encountered by lecturers which impede the use of ICT for effective teaching and learning in the College.
1.3 Purpose of the Study
The purpose of the study was to ascertain the problems of application of information and communication technology (ICT) in teaching and learning in College of Education, Afaha Nsit. Specifically, the aim of the study was to:
- Identify the ICT available for teaching and learning of business education courses.
- Examine the utilization of ICT provided for teaching/learning of business education courses.
- Identify the challenges in the application of ICT in teaching and learning of business education courses.
1.4 Significance of the study
- Policy makers in the field of education through this study gains knowledge on what policy to formulate that will stimulate the use of ICT in teaching and learning.
- Through the findings of this study, the government would see the need to make ICT facilities available in schools for teaching and learning.
- The findings of the study would equally equip managers of educational institutions with the potentials of efficient procurement, management and utilization of the limited available ICT resources to enhance teaching and learning.
- In addition, the findings of the study would draw the attention of stakeholders in education sector to the current problems facing Colleges as they relate to dearth of facilities and use of Information and Communication Technology.
- Also, the findings of the study would also point out the challenges facing colleges as the lecturers in the area of application of ICT facilities in teaching, thereby spelling out measures to curb these problems.
1.5 Research Questions
The following research questions were posed to guide the study:
- What are ICT available for teaching and learning Business Education courses?
- How are ICT utilized in teaching Business Education courses?
- What are the challenges in the application of ICT in teaching and learning of Business Education courses?
1.6 Limitation of the Study
This study was faced with the problem of insufficient funds to gather the needed information about the study. Thus, which nearly hampered the success of the study. Secondly, the study encountered the problem of having access to relevant materials for the study in time such as textbooks and journals. Limited time/frame given for the study also posed a threat to the completion of the work.
1.7 Definition of Terms
The following terms were defined as used in the study:
Application: The action of putting something into operation. That is, the act of putting something into specific use or purpose.
College of Education: Is a place where students go to study or to receive training after completing their secondary education. It is a higher form of education meant to train students above secondary level to obtain a degree or more specialist qualification after one finishes a high school i.e. secondary school (Oxford Advanced Learners Dictionary, 8th edition).
Computer: A computer is a device that accepts information (in the form of digitalized data) and manipulates it for some result based on a programme or sequence of instructions on how the data is to be processed.
Information and Communication Technology(ICT); Includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems etc, as well as the various services and applications associated with them, such as videoconferencing and distance learning, online marketing, e-banking etc.
Learning: Incorporates all knowledge and information obtained within a school setting between the learner and the teacher. Learning is a relatively permanent change in the behaviour or attitude of a person over time.
Teaching: The transfer of knowledge from the teacher to the learner.