AVAILABILITY, ACCESSIBILITY AND USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) IN HUMANITIES EDUCATION
CHAPTER ONE
1.0INTRODUCTION
1.1 THE STUDY’S BACKGROUND
The world is undergoing an information and communication technology revolution, which has significantly altered many aspects of human life. From education to industry, economy, and politics to entertainment, there is something for everyone (Ayeni, 2000).
In many countries today, the use of ICTs has become so important that it is now one of the most important indicators of national and economic development; thus, Nigeria’s quest for economic growth cannot be realized without a significant contribution of information and communication technology in teaching and learning at all levels and aspects of her educational system. (Adamu, 2001)
According to Ajayi (2003), information and communication technology (ICT) is any product that stores or retrieves information electronically in a digital form, such as personal computers, digital television, e-mail, robots, and desktop computers.
According to Ali (2004), information and communication technology is the physical structure of a network of computer base systems (hardware, software, and media) used for organizing, processing, communicating, accessing, presenting, storing, retrieving, and simplifying information when and in the form it is needed.
Ogiegbuan and Iyamu (2005) defined ICT as the use of existing digital technology to assist individuals, businesses, and organizations in using information.
ICTs (Information and Communication Technologies) have become an essential part of modern life. In fact, culture and society have evolved to meet the challenges of the information age. Because of the pervasiveness of ICTs, there has been rapid technological, social, political, and economic transformation. Thus, a “information society” network is organized around ICTs, with the educational sector not left out. Amakin (2006) and Jagboro (2005)
One of the goals of higher education is to acquire, develop, and instill the proper value orientation for the individual and society’s survival (NPE, 2004).
Students in higher education institutions are expected to become acquainted with the content and operations of their discipline area, as well as to learn how to operate within the institutional culture and the sub-culture of their particular faculty. This can be furthered by incorporating ICTs into teaching and research (NFE, 2004).
It is widely acknowledged that information and communication technology (ICT) can be used to improve the quality of teaching and learning in any tertiary institution. The pervasiveness and rapid development of Information and Communication Technologies (ICTs) have shifted human society from the information technology age to the knowledge age (Galbreath, 200).
Onasanya (2004) stated that ICTs are becoming a natural part of man’s daily life, and thus their use in education by staff (academic and non-academic) and students is becoming a necessity. Without a doubt, the current and future academic global community will make extensive use of ICTs. As a result, it is critical that lecturers not only use ICTs, but also become comfortable with them. This is to ensure that they fully participate in the life of a modern university and complete their daily tasks.
According to the Milken Exchange on Education Technology, (1999), information and communication technologies (ICTs) are computer-based tools used by people to work with an organization’s information and communication processing needs.
It includes computer hardware and software, the network, and a variety of other devices (video, audio, photography, camera, and so on) that convert information (text), images, sound, motion, and so on into a common digital format.
Finally, the potentials of ICT can ensure the effectiveness and efficiency of teaching and learning in humanities education.
The increasing rate of acquisition of computers and other information technologies for use by staff and students in Nigeria demonstrates the growing importance of ICTs in modern university education.
Despite the fact that much has been written and said about the value of ICTs in teaching, learning, and research, studies have shown that successful integration of technology into the university system is dependent not only on access and availability, but also on the extent to which faculty and students embrace these technologies (Horgan, 1998).
ICT (Information and Communication Technology) has permeated every aspect of human development, with education being the most significant beneficiary. In light of the foregoing, this project decided to consider the significance of this phenomenon in humanities education.
1.1 THE PROBLEM’S STATEMENT
In today’s world, information and communication technologies (ICTs) have become a phenomenon in the educational system. However, it is generally true that for some people, ICTs may not be readily available, used, or underutilized, and that their use may not be adequately appreciated. The purpose of this study is to look into the availability, accessibility, and use of ICTs in humanities education.
1.2 STUDY PURPOSE
The primary goal of this research is to assess the level of awareness and utilization of ICTs in humanities education among lecturers and students in order to improve teaching and learning. As a result of the findings of this work, appropriate recommendations would be made to facilitate students’ understanding and improvement of their interest in learning through the implementation of ICTs facilities, which will promote lecture productivity and enhance their professional capabilities.
1.3 QUESTIONS FOR RESEARCH
1. ICTs are useful in humanities education.
2. Information and communication technologies (ICTs) are widely available in humanities education.
3. The accessibility of ICTs in humanities education is certain.
4. Lecturers in humanities education have a high level of ICT literacy.
5. Students have a high level of ICT literacy in humanities education.
6. Students’ ICT literacy level in humanities education is sufficient for using ICT techniques in teaching and learning.
7. As a student, do you believe that the use of ICTs in humanities education is beneficial?
8. If so, what do you think these benefits are?
1.4 THE STUDY’S IMPORTANCE
This research would be useful to the following groups of people:
a group of students
Instructions
Teachers and other educators
This is due to the fact that it would identify policy options and strategies for making ICTs more relevant and beneficial in humanities education.
The study will also educate the government on the importance of allocating more funds to the educational sector, particularly in the provision of ICT equipment in higher education.
It will also awaken lecturers and students to the importance of adequate ICT adoption through ongoing training in the use of Information and Communication Technologies (ICTs).
1.5 THE STUDY’S OBJECTIVE
The research will concentrate on humanities education at Lagos University in terms of accessibility, availability, and use of ICTs.
AVAILABILITY, ACCESSIBILITY AND USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) IN HUMANITIES EDUCATION
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