TABLE OF CONTENTS
Title Page — – — – – — — — — i
Approval Page — – — – — – — ii
Certification – – – — – — — iii
Dedication — — – — — iv
Acknowledgment – – — – — v
Table of Contents – – – — – — vi
List of Tables – — – – – — – viii
Abstract — — – — – – — – — ix
CHAPTER ONE: INTRODUCTION
Background of the Study – — – – — 1
Statement of the Problem – — – — — 8
Purpose of the Study – – — – — — 10
Research Question – — – — — — 10
Significance of the Study — – – — 11
Scope of the Study – – — — — 11
CHAPTER TWO: LITERATURE REVIEW
Concept of Utilization of ICT Resources for Teaching, Learning and Research in Colleges of Education — – — — – 12
Concept of ICT Resources for Effective Teaching, Learning and Research in Colleges of Education. – – – – – 14
Concept of Academics in Colleges of Education and their Training Needsfor Effective Utilization of ICT Resources. — – 18
Problems Associated with Utilization of ICTs — – 19
Review of Empirical Studies — — – — — 22
Summary of Literature Review – – — — 26
CHAPTER THREE: RESEARCH METHOD
Design of the Study – – — – – — 27
Area of the study – — – — – — 27
Population of the Study — – — — 27
Sample and Sampling Techniques — – — — 28
Instrument for Data Collection — – – — 28
Method of Data Collection – — – — — 28
Validation of the Instrument — — — — — 29
Method of Data Analysis – – — – — 29
CHAPTER FOUR: PRESENTATION OF DATA
CHAPTER FIVE: DISCUSSION AND CONCLUSION
Discussion of Findings — – — — 42
Recommendations – — – – — — 48
Suggestions for Further Research – — — 49
Limitations of the Study – — – — — 49
Conclusions – – — – — — 50
REFERENCES – — – – — – – — 51
APPENDICES – — – – – — — — 60
LIST OF TABLES
Table Pages
- Frequency and Percentage Distribution of Availability of ICT Resources for use in Federal College of Education in South East Nigeria — — -31 — –
- Mean ratings of the respondents on the extent to which academics utilize ICT resources in teaching, Learning and research process. — 33
- Mean ratings of the responses of the respondents on the purposes of using ICT resources by academics – — — 34
- Mean ratings of the response of the respondents on the training needs of the academics for effective utilization of ICT resource – 35
- Mean ratings of the responses of the respondents on the extent to which the purpose of using ICT resources has been met – — 37
- Mean ratings of responses of the respondents on the problems encountered with the use of ICT resources by academics 38
- Means ratings of the responses of the respondents on the strategies that can be adopted to enhance ICT Utilization by academics 39
ABSTRACT
This study investigated the Utilization of Information and Communication technology by academics in Federal Colleges of Education in South East Nigeria. The main objective of the study is to find out the use of ICT in teaching, learning and research process in Federal Colleges of Education in South East Nigeria. A descriptive survey design was used in carrying out the study. The population one thousand and ten (1010) academic staff members was used for the study. The instrument for data collection was questionnaire and observation checklist. The data was analyzed using percentages and mean. The results from the analysis revealed that there are ICT facilities available for use by academics in F.C.E in South East Nigeria; that the academics utilizes the ICT resources to a low extent in teaching, learning and research. The findings also revealed that the available ICT resources suffered disuse as very few academics use the resources. The findings also revealed that the nine items identified in the table as problems encountered with the use of ICT resources by academics includes inadequate funds, poor power supply, poor knowledge of how to utilize the ICT facilities by the academics, insufficient of ICT facilities in colleges, Dearth of qualified man power, nonchalant attitude of the policy makers, lack of partnering with non-governmental and governmental organization, lack of training, and lack of national ICT policies. Strategies that can be adopted to enhance ICT utilization by academics includes adoption and implementation of local and international information policy, provision of alternative power supply, organizing seminars, conferences and workshops, train all categories of academics in ICT proficiency, partnering with non-governmental organization, provision of adequate fund to institutions of higher learning, increase recruitment of academic staff strength, provision of ICT facilities among others. The findings revealed that the purposes of using ICT resources were to carry out research, storage of information (examination records in CD-ROM, flash drives and floppy diskettes), using computer for power point presentation, searching, storing, disseminating and retrieving information, broadcasting educational program and connecting with colleagues among others. Academics in F.C.E in South East require some ICT training needs such as in Statistical Packages for Social Sciences (SPSS). Word processing, data base management, Power Point application skills etc.
CHAPTER ONE
INTRODUCTION
Background of the Study
Colleges
of Education in its broadest sense provides the backdrop against which
development acquires its meaning. It is responsible for continuous preparation
and upgrading of teachers who can stand out for their professional competence.
Colleges of education runs Nigeria certificate in Education programme. Teacher
education programmes are structured to equip teachers for the effective
performance of their duties.
Academics in colleges of education
teaches and studies as part of their job. They utilizes information in the
course of their duties to advance the mission of education in their
instructions. The academics are the king pin of quality in education and
expectedly, the mission of teacher education in Nigerian colleges of education
can be attained by effective utilization of ICT resources for teaching,
learning and research. In academics, information is seen as indispensable tool
for teaching, learning and research activities. No meaningful academic activity
can be effective without consulting this valuable medium (resources)
information resources is required not only in the education, sector but every
aspect of the society. Information resources are defined as printed or
electronic medium that can be accessed to satisfy a need. The development of the
resources was very phenomenal. The trend which started from printed material
has grown into electronics materials. These changes are manifested in the
conversion of printed bibliography sources into CD-ROM, Data bases, direct
access to remote data bases on-line and the attendant shift in remote research
strategies.
The use of information and
Communication Technologies (ICT) for teaching, learning and research is
indispensable because the importance of information resources lies in its
availability, accessibility and utilization for over all development. The
survival of research and other academic activities depend on information
resources because information is the life wire of research. Academics
therefore, are expected to utilize a large amount of information resources to
enable them function effectively in their day to day research problems
especially where these resources are made available to them at the right time
and in the right form. Ugwuanyi (2007) describe information resources as the
medium that convey information for preservation. He noted further that, it is
the ability or means to communicate with or otherwise make use of any
information resources component. Information are vital for the education,
employment and enjoyment of all Nigerians including the visually impaired
persons.
The dynamism of ICT can help
colleges of education achieve its set objectives in the areas of quality
research, teaching, instruction and training in technology, applied science,
commerce, arts, social science, humanities, education, management and such
other fields of applied science relevant to the needs of the development of
Nigeria in the area of industrial and agricultural production and distribution
for research in development. ICT usage by academics in colleges of education
can help to facilitate effective and efficient conferences, seminars and
workshops relative to such other fields of learning in technologies, applied
sciences, etc and serve to promote the objectives of colleges of education.
Globally,
the use of information and communication technologies (ICT) is fast gaining
prominence and is becoming one of the most important elements that show the
basic competencies of academics in teaching, learning and research. Information
and communication technologies utilization can promote a supportive,
interactive teaching and learning environment, create boarder learning
communities, and provide teaching and learning tools for academics.
Federal
colleges of Education in Nigeria was established by decree No.4 and published
in the Federal Republic of Nigeria official gazette No.16 volume 73 of 1st
march, 1986 to:
a) Provide full
time courses in teaching, instruction and training
i. in
technology, applied science, commerce arts, social sciences, humanities and
management and
ii. In such
other fields of applied learning relevant to the needs of development of Nigeria
in the areas of industrial and agricultural production and distributions for
research in development and adaptation of techniques as the council may from
time to time determine.
b) Conduct
courses in education for qualified teachers
c) Arrange
conferences, seminars and workshop relative to the fields of learning specified
on (i) above
d) Continuously
prepare and update teachers who can stand out for their professional commitment
to function effectively as constructive socio-economic, moral and spiritual
change agents needed to promote goodwill, peace and progress not only in the
country but also in the world.
In
Nigeria
education today, ICTs are being integrated into teaching and learning
(Nwachukwu, 2009). It is being used to break down rote learning and make way
for modern education (Adeogun, 2003). Studies have been carried out on the role
of ICT in teaching and learning: Aminpour (2007) noted that new technologies
provide opportunities including the ability to tailor learning to the
individual thereby making way for knowledge societies.
ICT
can be applied by academics through so many ways; it can be used as a means of
information storage and retrieval and the method of doing research. It can also
be used as the channel for delivering instruction and for giving assignment and
sharing ideas with colleagues in other institutions. (Ebrahimi, 2009).
Information
technology is originally a technology of “storing and retrieving knowledge or
data from computers. whereas communication technology is a technology of
both/either ‘as a process or transmission, by which ‘A’ sends a message, voice
and/or data to ‘if upon whom it has an effect’ and/or ‘as a negotiation and exchange
of meaning; which is widely know or separately evolved as broadcasting or mass
communication and telecommunications. The very critical technology to. Realized
a convergence is the advent of internet, which enables to transmit record,
store, retrieve knowledge, data, images (e.g. broadcasting) and even voice
(e.g. telecommunication), particularly worldwide on an instant or real-time
base as two-way communications for both a one-to-one and one to multiple (Kim,
2002).
There
is not any universally accepted definition of ICT because the application
and technology
involved constantly keeps changing almost on a daily basis. The changes happen
so fast which makes it difficult to keep up with them. ICT deals with digital
data and the ways of storing, retrieval, transmission and receipt. More
importantly, ICT deals with the ways this concept work when put together. The C
in ICT stands for communication of data over some distance by electronic means.
This is achieved by the use of networks connecting different hardware to send
and receive data like personal computer and digital television. Networks are
further divided into local area network (LAN) usually linked within an office
building and wide Area network (WAN), a very common example of the WAN is the
internet which is connected over a vast distance.
According
to Rijsenbrij (1997). Information and communication technology can then be seen
as the technologies that support the communication and cooperation of “human
beings and their organizations” and the “creation and exchange of knowledge” .
the association of Africa universities (2000) defines information and
communication technology as “a shorthand for the computers, software, networks,
satellite links and related systems that allow people to access, analyzed,
create, exchange and use data, information and knowledge in ways that, until
recently, were almost unimaginable. It refers to the infrastructure that brings
people together in different places and time zones, with multimedia tools for
data, information and knowledge management in order to expand the range of
human capabilities” (Heeks, 1999) in a nutshell, it involve the electronic
means of capturing, processing, storing and communicating information.
Information and communication technologies can be seen or described as the
whole modem entourage of computer hardware and software network, mobile
telephone, satellite transfers and similar items in their designed state of
active receiving, processing and transferring of information and maintaining a
steady flow of communication between peoples of different lands homes.
Information
and communication technologies is the building blocks of the networked world,
“ICTs represent the combination of microelectronics, computer hardware and
software, telecommunications, and optic-electronics, such as microprocessors,
semiconductors and fiber optics, that enables the processing and storage of
huge amount of information and its rapid dissemination through computer
networks. These innovations enables the processing and storage of enormous
amounts of information, along with rapid distribution of information through
communication network” (UNDP, 2001), From the above, ICT include
telecommunications technologies such as telephone, cable, satellite and radio
as well as digital technologies, such as computers, information networks and
software.
There
is no doubt about the profound impact made by information and communication
technologies (ICT) on our professional and none professional life. Tertiary
institutions in particular are not only faced with the challenge of trying to
be competitive and equip people to make the transition to an information
economy, they have had to make changes under increasir1y stringent economic
conditions due to continual reduced funding from government Bruce, 1994).
According
to Bruce (1994). ICT consists of the hardware, software, networks and media for
the collection, storage, processing, transmission and presentation of
information. The use of ICT falls into four major categories: constructing
knowledge and problem solving (through the internet. E-mail, CD-ROMs, database,
video conferencing), using process
skills, aiding explanation of concepts and communicating ideas.
One
barrier to the effective and efficient utilization of ICT by academics is the relatively
low level of information literacy skills (Ezugwu, 2008) without the ability to
manipulate and use information technology resources effectively; investment in
ICT for development of information literacy skills may be unsuccessful. In
fact, some scholars have suggested that the digital divide between the
developed and developing world has winded because of the lack of information
skills in developing countries (Dewan, Ganley, and Kraemer, 2005) without
information and communication technology literacy, academics may continue to
underutilized the technology that is provided (Pejova, 2002), resulting in a
waste of resources with potentially serious repercussions for their
development. In achieving development through ICT tools but enhancing ICT literacy,
which provides the ability to manipulate and use information effectively for
research and learning.
Ofodu
(2007) also define ICT as electronic or computerized devices, assisted by human
and interactive materials that can be used for a wide range of teaching and
learning as well as for personal use. Also ICI include various facets of
technologies and their application which are useable in the teaching of primary
concepts (Akudolu,2009 Okafor, 2006).
However,
academics teach in the colleges if education and studies as part of their job
to enhance their knowledge skills. Julien (2002) observes that for academics to
efficiently and effectively use ICT resources for teaching, learning and
research they should be able to possess the following specific online searching
skills which include the ability to select appropriate search terminology,
construct a logical search strategy and evaluate information appropriately.
Organizations
in Africa have been concerned with the problem of poor implementation of ICT in
Africa school. For instance, The Association
of Africa university (AAU, 2000) examined the problem and major obstacles
affecting the use of ICT in Africa
universities, and thus defined the problems to be technical, nontechnical human
and organizational and financial. Technical obstacles identified include the
poor telecommunication infrastructure, absence of national information and
communication infrastructure, lack of university coherent plan for ICT, problems of connectivity, lack of or limited
bandwidth for ICT for learning, teaching and research, non-reliability of
public electricity supply, thus necessitating extra cost for standby
generators. The non-technical deals with lack of professional development for
faculty, human and organizational aspect relates to inadequate planning for ICT
integration in regular activities of universities and inadequate human resource
base, while financial relate to inadequate funding of ICT infrastructure,
maintenance of available resources and staff development. Notwithstanding, it
can be deduced that ICTs are essential for contemporary education development
of any nation. Nigeria,
as a nation, recognizes the pivotal roles of ICTs in the revitalization and the
development of the country’s education system. This recognition brought about
the development of the specific ICT related policies so that the country
education system could husband the potentials of ICTs.
Although
computer entered into the country’s education system in the late 70’s and early
80’s, no concrete policy was evolved for its entry into the nation’s education
system until the evolvement of the national policy on computer education in
1988 (FRN, 1988). The 1988 document contained information on the application of
computer at various levels of the country’s education, and with issues related
to basic objectives, hardware and software requirements. The document also
comments on teacher training, specifically, for the secondary school level. The
implementation of the policy kick started with a training programmed conducted
for 197 teachers from across the country. In addition, computer systems were
introduced into the federal unity schools and the armed forces secondary
schools. However, the initial enthusiasm gave way and little was achieved about
the set objective.
Further
impetus for ICT integration in the Nigerian school system came with the 2001
National policy on information technology, tagged “use IT”. It was a major step
in the integration of ICT in all facets of the country’s life. The document
among others, recommended a start up grant of at least $158m and two percent
allocation from the total national budget for articulating the vision of the
document. The Nigerian National policy on IT (FR. 2001) has within its purview
the vision, mission, general objectives and strategies for the implementation
of the policy, and sectoral application for all sectors (health. agriculture,
tourism, etc) was also embedded. Ironically, education was subsumed under human
resource development.
The document, in
the areas of education, among others envisaged the development of IT curricula
for all levels of Nigerian education, the facilities and IT dedicated
institutions.
Although
the document is a step in the right direction, however, it is inadequate to
impact positively on the Nigerian education as the philosophical frame of
reference is market driven and its little emphasis on the real integration an
infusion of ICTs in the country’s education system (Yusuf, 2005a). In addition,
the document was silent on the education of the disabled and other
disadvantaged. The revised National policy on education (FRN, 2004) emphasized
the need for ICTs at all level of Nigerian education. For instance, the
document stated inter alia in section II sub-section 102(a) that “All states,
Teachers Resource, Centers, University, Institutes of Education, and other
professional bodies shall belong to the network of information and
communication technology (ICT)”. The documents noted further in section II
sub-section 102(d) “Government shall provide facilities and necessary
infrastructure for the promotion of information and communication technology at
all levels of education”. Another major aspect of the document that is ICT
related is the national virtual library project aimed at the rejuvenation of
the Nigerian schools through provision of easy access to current books,
journals and other information resources using digital technology (FRN, 2004).
It must be emphasized, however, that little or no efforts have been made to
implement the ideas set out in these 2001 and 2004 documents.
Another
major policy document on ICTs use in education is the ministerial Initiative on
Education for the Nigerian education system (FME, 2004). The document contains
information on the theoretical framework for e-education in Nigeria, analysis
of the Nigerian situation, that is, factors inhibiting or promoting the
integration of ICTs in education, component of c-education in Nigeria,
e-education blue print, elements of the blue print strategies, decade goals
(2015), mid-decade goals (2009) and the action plan, among others. The
ministerial initiative document though not encompassing enough to address ICTs
integration in Nigerian schools, however, the removal of the minister of
education who initiated the document. probably accounts for non-implementation
of the document.
The
implementation of the 1988 national policy on computer education was precursor
by the training of teachers in federal unity schools and armed forces schools.
To ensure effective implementation of the 2001 national policy on information
Technology (IT), the Nigerian information Technology developments Agency
(NITDA) was established. In addition, the digital Bridge institute, in Abuja was established by the Nigerian National
communication commission (NCC), to assist in the promotion of ICTs in Nigeria. In
spite of all these efforts, ICTs have not impacted greatly on the Nigerian
school system. In fact, the impact of ICT is much more noticeable in the
economic and communication sectors of the country.
Similarly,
most teachers in Nigerian tertiary institutions lack computer utilization
skills (Yusuf, 1998). However, wide gap exists between utilization and
availability of ICT resources outlined in the Nigerian computer education
policy (Jegede and Owolabi, 2003). Academics in Nigerian colleges of Education
cannot implement computer education because majority of the lecturers are not
competent in basic computer operation and in the use of simple application
software (Yusuf, 2005). In view of this apparent lack of proper utilization of
ICT resources at various levels of Nigerian education, it is important to
examine barriers militating against effective utilization of ICTs globally as
these may serve as lessons for proper utilization of ICT in Nigerian colleges of
Education. The availability of ICT resources in F.C.Ss is not yet known; the
types of ICT resources available in F.C.Es have been ascertained and the
services offered with the use of ICT resource in these F.C.Es have not been
determined; the extent to which the resources ‘contribute to teaching, learning
and are not known; the training needs of academics for effective utilization of
these resources are not known; the problems encountered in using ICT resources
need to be identified and all the strategies to enhance the usage in F.C.Es
have not been proffered.
South
East is one of the three geo-political zones in Southern
Nigeria. South East
Nigeria
comprises of five states. Namely: Abia
State, Anambra
State, Ebonyi
State, Enugu
State and Imo State.
The zone has three federal colleges of Education namely:
Alvan Ikoku
college of Education, Owerri, Imo state; F.C.E Eha-Amufu, Enugu state; F.C.E
(T) Technical Umunze. Anambra state. Historically, Alvan Ikoku College of
Education was established in 1963 as an Advanced
Teacher Training College (ATTC) by the government of the then
Eastern region of Nigeria
with UNDP/UNESCO technical assistance. In keeping with the report of the Ashby
commission, it was charged with the responsibility of producing teachers at the
intermediate manpower level. At the end of the Nigeria civil war (1967-1970) the
college opened at its present main campus. By Edict no. 11 of May 21, 1973, the
institution became the Alvan Ikoku college
of Education, Owerri.
Subsequently by 2008, the federal Government of Nigeria took over the
institution from Imo state government as one of the federal colleges of
Education in Nigeria.
Federal
College of Education Eha-Amufu, Enugu state was also established to produce
qualified middle level teachers for the nation’s primary and secondary schools
by the old Anambra state Government.
The
college took off in October, 1981 and functioned as a state college of
Education until 31st March,1993. The college was taken over by the federal
colleges of Education (Amendment No 2) decree 1993 as F.C.E Eha-Amufu Enugu state. The federal
Government took over the college notionally with effect from 1st April, 1993
and assumed full financial responsibility with effect from 1St January, 1994.
The college library building housed the college library, the provost’s office
and part of the Registry Division at the incep
