Use of Information and Communication Technologies Among Academics in Nigerian Universities

Use of Information and Communication Technologies Among Academics in Nigerian Universities

Chapter One

Objective of the Study

The objective of this study is to find out the use of Information Technology among academics of Niger State College of Education Minna. It also intend to:

1. Identifying the role of ICT in teaching and learning
2. Identifying the advantage and disadvantages of the use of ICT in teaching and learning
3. Discovering the main barriers of ICT application in curriculum development of learning of geography in tertiary institution level of education.

CHAPTER TWO

LITERATURE REVIEW

The Meaning of Information and Communication Technology (ICT)

ICT (information and Communication technology) is a term that encompasses all forms of technology used to create, store, exchange, and use information in its various forms (business data, voice conversations, still images, motion pictures, multimedia presentations, and other forms, including those not yet conceived). It’s a convenient term for including both telephony and computer technology in the same word. It is the technology that is driving what has often been called “the information revolution.” (Rouse, 2005).

ICT refers to anything related to computing technology, such as networking, hardware, software, the Internet, or the people that work with these technologies. (techterms.com, 2014). Information technology (ICT) is the application of computers and telecommunications equipment to store, retrieve, transmit and manipulate data, often in the context of a business or other enterprise. The term is commonly used as a synonym for computers and computer networks, but it also encompasses other information distribution technologies such as television and telephones. Several industries are associated with information technology, such as computer hardware, software, electronics, semiconductors, internet, telecom equipment, e-commerce and computer services. (Wikipedia, 2014).

According to Association for Computing Machinery (ACM) (2008) Information Technology (ICT) in its broadest sense encompasses all aspects of computing technology. ICT, as an academic discipline, is concerned with issues related to advocating for users and meeting their needs within an organizational and societal context through the selection, creation, application, integration and administration of computing technologies. According Merriam Webster Dictionary (2001) ICT is the technology involving the development, maintenance, and use of computer systems, software, and networks for the processing and distribution of data. Information technology (ICT) is a Set of tools, processes, and methodologies (such as coding/programming, data communications, data conversion, storage and retrieval, systems analysis and design, systems control) and associated equipment employed to collect, process, and present information. In broad terms, ICT also includes office automation, multimedia, and telecommunications.

₦5,000.00 – DOWNLOAD CHAPTERS 1-5 PROCEED TO DOWNLOAD Added to cart

 

CHAPTER THREE

RESEARCH METHODOLOGY

 Research Design

The study employed a survey research design. The research design adopted in this study was survey research design that is aimed at examining the use of Information Technology on achievement of Geography Students of College of Education Minna. 

Population of the Study

According to Orodho, (2008) specifying the population that is targeted for study is important as it helps researcher to make decisions on sampling and resources to use. The population was all the Lecturers in Geography Department, College of Education Minna, and the entire NCE II Students of the same Department.

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

 Data Analysis

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

This study was carried out to examine the use of Information Technology on achievement of Geography NCE II students of Niger State College of Education Minna. The hypothesis was tested, and related literatures were reviewed. The instrument used in collecting data was questionnaire and the data collected was analyzed in the previous chapter.

 Conclusion

The study has demonstrated that ICT can be used successfully to teach geography, that ICT contribute to student’s academic performance and that the use of ICT should be an integral part of the Lecturer’s teaching plan. ICT on its own would not lead to successful learning, but with the lecturer’s active involvement. Lecturers should take advantage of the motivational influence of ICT and use it more often than not. Awareness of the barriers or obstacles associated with the use of ICT like power failures, unsuitable sites and information distractions when learners go on game sites instead of the work assigned. Future studies could focus on the use of ICT in teaching specific topics, classroom management and the specific aspects that raise motivation, learning, attainment and achievement.

Recommendations

From the results of the study, the following recommendations are made:

1. Ministry of Education should embark on fostering innovative networking and partnership arrangements with the private sector such as the computer solution companies such as Microsoft Corporation, Oracle Corporation, Intel Corporation, Design Animation, Film Corporation and many others. This will enable schools acquire both hardware and software at cheaper costs;
2. More ICT teachers be employed in secondary schools and trained in ICT skills to make them effectively deliver ICT based curriculum. It is crucial that Nigeria has well-trained teachers, able to implement ICT in schools in a mode that brings change from old to new pattern of learning which are much more student centred than before.
3. Lecturers/students should be given sufficient training on how to use ICT in teaching and learning. Lecturers should be trained on entailed use of ICT rather than general training on computer use.
4. ICT skill standards for lecturers should be set up which offers strategies for planning training needs and staff development programs in order to equip them with essential skills important in Teaching using ICT tools in classroom. A more promising way forward should be a sustained professional development plan that draws on teachers local professional communities, encourages constant peer learning by teachers of similar subjects and age groups and supports reflective classroom performance. Teachers themselves need to become constant learners, with traditional teacher training models perhaps being replaced by models that allow teachers to learn independently, at their own rate and supported by ICT. Essential maintenance tools should be tools for self-assessment that direct teachers to appropriate knowledge sources.
5. Government and other stakeholders should mobilize resources for equipping schools with ICT infrastructure. There should be recognition that considerable learning could take place while teaching and even by learning from students. Therefore, schools should acquire up to-date ICT infrastructure that lecturers and students could train and learn on. Lecturers could be encouraged to learn from ICT infrastructure if they have an access to them. This would create interest and therefore encourage its implementation in school.
6. To foster a positive attitude to teachers on use of ICT in teaching and learning, there should be comprehensive in-service courses. In-service courses should be designed that will enable all teachers to acquire ICT skills. Continuing professional development of teachers is central to successful implementation of ICT in school.
7. Teachers need examples of good practice and leadership from their school leaders and necessary time for professional development, in order to successfully implement ICT in schools. Use of ICT by school leaders will have an encouraging commendable result on those teachers who may have a more unwilling attitude towards the technology, providing them a good encouragement to give a try. They need to be transformed from information consumers, using internet to access resources and information, into information producers who adapt the ICT for their particular cultural and educational reality.

REFERENCES

• Agnew, C. & Elton, L. (1998). Lecturing in Geography. Cheltenham, UK: Geography Discipline Network (GDN). Cheltenham and Gloucester College of Higher Education
• Becta (2003). What research says about virtual learning environments in teaching and learning. Retrieved From:
• https://www.education.gov.uk/publications/eOrderingDownload/15003.pdf.
• Bowles, R. (2006). Using ICT (Primary). [Geographical Association-GTIP Orientation Piece.] Retrieved from:
• http://www.geography.org.uk/gtip/orientationpieces/using /ict(primary)/.
• Czerniewicz, L. (2007). ICTs and higher education in Africa. Centre of Educational Technology, University of Cape Town.
• De Moura, C. C. (1999). Education in the information age: Promises and frustrations. Technologic: International Journal of Technologies for Advancement of Knowledge and Learning, 1(2), 30–43.
• Economist (2004). Competition on the line. Economist, 372(8392), 59.

₦5,000.00 – DOWNLOAD CHAPTERS 1-5 PROCEED TO DOWNLOAD Added to cart