The Use of Information and Communication Technology in Teaching of Vocational Subjects in Tertiary Institution in Nigeria
Chapter One
Purpose of the Study
The purpose of this study is to examine the use of information and communication technology in teaching of vocational subjects in Bori Polytechnic. The objectives of the study are as follows
(i) To examine the impact of Information Communication Technology in teaching of vocational subjects.
(ii) To examine how information communication equipment contributes to the teaching of vocational subject.
(iii) To examine the challenges of using Information Communication Technology in teaching of vocational subject.
CHAPTER TWO
LITERATURE REVIEW
INTRODUCTION
Students’ learning in tertiary institutions all over the world has undergone tremendous transformations, especially since the advent of Information and Communication Technology (ICT). There is a shift from the traditional approach of teacher directed/didactic to modern method where computer technology plays a significant role. ICT has promoted learning and made it more meaningful where students can stay even in their homes or classrooms and receive lecturers without seeing the lecturer. The aspect of ICT that has brought about this revolution in students’ learning is e-learning.
E-learning as explained by Open Learning Centre (2007) is an educational resource that helps in effective teaching and learning process created through combining e-digital content with local community and tutor support along with global community engagement. It is also an effective and efficient system of self-paced personal training available over the internet. The Commission of Technology and Adult (2001) defined e-learning as instructional content or learning experiences delivered or enabled by electronic technology. Also, Erah (2006) stated that the term e-learning refers to computer-enhanced training as opposed to the computer-based training of the 1980s. It is usually delivered through personal computers and includes learning delivered by other communication technologies.
The devices often used for this purpose include:- laptops or personal computers, CD ROMs. Television, Personal Digital Assistants (PDAs). MP3 players and mobile phones. Communication technologies enable the use of internet e-mail, discussion forms, collaborative software, classroom management software, team learning systems, intranet, extranet, Local Area Network (LAN), Wide Area Network (WAN), audio and videotapes, satellite down links, computerized diagnostic assessment, competency certification and electronic portfolios (Asogwa, 2006).
E-learning is based on electronic formats (Bodys, 2005). It can benefit any students or teacher irrespective of the background. E-learning is a major issue in pedagogy of individualized instruction, self pace study etc, which is; adapting the teaching to the needs of various learners. E-learning provides this by making available the required learning materials for teaching of these vocational subjects which eventually leads to increased graduation rates and lower failure rates of students.
Finally, it promotes equity by providing students with access to courses which may not ordinarily be available and providing teachers with materials for teaching (Asogwa, 2006)
Concept of Information and Communication Technology (ICT)
Initially in business and other organizations, internal reporting was produced manually and only periodically, as by-product of the accounting system and with some additional statistic(s) and gave limited and delayed information on management performance. Data was organized manually according to the requirements and necessity of the organization. As computational technology developed, information began to be distinguished from data and systems were developed to produce and organize abstractions, summaries, relationships and generalizations based on the data.
Early business computers were used for simple operations such as tracking sales or payroll data, with little detail or structure. Over time, those computer applications became more complex, hardware storage capacities grew, and technologies improved for connecting previously isolated applications. As more and more data was stored and linked, managers sought greater detail as well as greater abstraction with the aim of creating entire management reports from the raw, stored data. The term “MIS” arose to describe such applications providing managers with information about sales, inventories, and other data that would help in managing the enterprise. Today, the term is used broadly in a number of contexts and includes (but is not limited to): decision support system resource and people management applications, enterprise resource planning (ERP), enterprise performance management (EPM), supply chain management (SCM), customer relationship management (CRM), project management and database retrieval applications.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine the use of information and communication technology in teaching of vocational subjects in tertiary institution in Nigeria. Bori Polytechnic forms the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the use of information and communication technology in teaching of vocational subjects in tertiary institutions in Nigeria. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of the use of information and communication technology in teaching of vocational subjects in tertiary institutions in Nigeria
Summary
This study was on the use of information and communication technology in teaching of vocational subjects in tertiary institutions in Nigeria. Three objectives were raised which included; To examine the impact of Information Communication Technology in teaching of vocational subjects, to examine how information communication equipment contributes to the teaching of vocational subject and to examine the challenges of using Information Communication Technology in teaching of vocational subject. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Bori Polytechnic. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Information and communication technology (ICT) no doubt had a considerable influence in enhancing teaching and learning in VTE in tertiary institutions. However, there are determined limitations effecting the effective integration of information and communication technology (ICT) in Vocational and Technical Education. Conclusively, there is a gross shortage of availability and usage of Information and communication technology (ICT) facilities for teaching and learning in Vocational and Technical Education (VTE) in the area of study.
Recommendation
It is therefore recommended based on the findings of this study that:
- The government at different levels should make fund readily available to the institutions so as to enable them purchase and maintain the necessary ICTs facilities needed for effective teaching and learning in VTE.
- It is advisable that all the tertiary institutions should purchase a generating plant that could supply power steadily. This has become inevitable because of the unstable power supply being experience in this country
- Training and retraining programme should be organized by the various institutions of learning so as to outfit lecturers with the essential competency to upgrade their aptitudes in the usage of ICT facilities for effective teaching and learning process in vocational and technical education (VTE) in tertiary institutions.
References
- Adeosun, O. (2010). Quality basic education imperative for use of ICT CICE Hiroshima University. Journal of International Education Department of Arts and Social Sciences Development in Nigeria: Cooperation in Education, 13(2), 193-211
- Aliyu, M. B. (2012). Integrating e-learning in technical and vocational education: A technical review. International Journal of Academic Research in Business and Social Sciences, 2 (5), 52-58
- Ani, A. (2012). Survey of accessibility and usage of information and communication technology among students of technical education in tertiary institutions, Niger State. Nigeria. Journal of Education and Social Research, 2(7), 12-18
- Attwell, G. (1999). CDEFOP research resource base on ICTs and vocational education and training: An introduction and guide. CDEFOP: Germany p1.
- Bello, H., Shu’aibu, B., Saud, M. S., & Buntat, Y. (2013). ICT Skills for technical and vocational education graduates’ Employability World. Applied Sciences Journal, 23 (2), 204-207
- Conference Board of Canada (2000). Solutions for employers. Effective strategies for using learning technologies in the workplace. Knowledge Review Report
- Dean, K. (2000, August 17). Iconoclast Says Show, Don‟t Tell. Wired News. Retrieved October 28, 2002, from http://www.wired.com/news/culture/ 0,1284,38169,00 .html
- Etuk, E. N., & Asukwo, O.U. (2015). Challenges of teacher education and teaching in Nigeria. Journal of Research and Development in Education, 5(2), 160-169. Federal Government of Nigeria (2004). National Policy on Education. Lagos: NERDC
- Furst-Bowe, J. A. (1996). An analysis of competencies needed by trainers to use computer-based technologies and distance learning systems. Performance and Improvement Quarterly, 9(4), 57– 78.
- Hart, T.U., Emeli, E., & Okorogba, L. J. (2016). The availability and utilization of ICT facilities and materials in teaching and learning. International Journal of Advanced Academic Research/ Sciences technology & Engineering, 2(5), 20-25
- Human Resources Development Canada (1998). Updating essential skills for the workplace. Reference document coordinated for the Council of Ministers of Education, Canada, Third National Forum on Education: Education and Life – Transitions, St. John’s, Newfoundland.