Business Educators’ Rating Of Techniques For Improving The Teaching Of Information And Communication Technology In Tertiary Institutions In Anambra State
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Business Educators’ Rating Of Techniques For Improving The Teaching Of Information And Communication Technology In Tertiary Institutions In Anambra State
ABSTRACT
The study looked at how business educators rated techniques for improving the teaching of information and communication technology in tertiary institutions in Anambra state. The study used a descriptive survey research design and a sample size of 70 business educators.
The main tool for data collection from respondents was a structured questionnaire titled ‘Business educators’ appraisal of approaches for improving the teaching of information and communication technology in tertiary institutions in Anambra state’.
The acquired data were analysed using basic mean and standard deviation to provide answers to the research question, and the stated hypotheses were tested using Z-test analysis at the 0.05 level of significance.
The study found that both male and female business educators at colleges of education and universities agreed that practical work is an effective technique for improving the teaching of information communication technology in tertiary institutions.
The findings also revealed that project methodologies, individualised training, instructional games, and simulation techniques are critical for teaching and enhancing information communication technology in tertiary institutions in Anambra state.
As a result, the study recommends that business educators in tertiary institutions always ensure that organised practical work, project techniques, and individualised instruction techniques are used in the teaching of information and communication technology in their respective institutions of learning.
Both the government and tertiary institution administrators should work to offer the essential equipment for teaching information and communication technologies in diverse educational institutions.
Chapter one
INTRODUCTION
Background of the Study
Information and communication technology (ICT) is critical to every nation’s development. It has been used to promote social, economic, scientific, and technological growth (Adedeji, 2010). ICT has had a significant impact on the education industry, particularly in teaching, learning, and research.
The use of information and communication technology (ICT) is not only encouraged in commercial organisations and the industrial sector, but it is also a vital component of education at all levels (Allen, 2011). Information and communication technology, especially computers, are widely thought to make learning more easier.
Information and communication technology (ICT) refers to the use of equipment and programs to access, retrieve, convert, store, organise, alter, and present data and information in a more straightforward manner [Grey and Blads, 2005). The terms information and communication technology (ICT) and information technology (IT) can be used synonymously.
Information can be defined as a “idea” generated in the human mind, whereas communication is the transport of that information from the original source to the destination where it is required with the purpose of causing a change in the receiver’s behaviour.
When information and communication shift from traditional verbal and print media to more current electronic media, the notion is known as ICT. This is why Badru (2002) defined “ICT” as the science and activity of processing, storing, and transmitting information using computers.
The author also described communication technology as the application of hardware and software to improve communication. In other words, information technology and communication technology serve similar functions.
According to Badru (2002), the two roles of IT and ICT became merged into ICT due to their close similarities. Information and communication technology, thus, is the method of accessing or receiving, storing, transmitting, processing, and conveying ideas, perceptions, or information via computers and other communication facilities (NCET, 2005).
Information Communication Technology refers to the tools used for collaborating, finding and exploring, processing information, and storing data. ICT thus refers to the integration and application of technological instruments and resources utilised to process, store, retrieve, and transmit information electronically.
Information can also be disseminated electronically through the use of online digital libraries, organised practical work, individualised instruction, instructional games and simulations, projector screens, CD-ROMs, internet facilities, and mobile technologies such as iPods, smart phones, MP3 players, e-book readers, and so on.
The Federal Republic of Nigeria (FRN)’s National Policy on Information Technology (2004) called for the integration of information and communication technology (ICT) at all levels of education. This was done to ensure that the educational goals outlined in the Federal Republic of Nigeria’s National Education Policy of 2004 were met.
The goals include contributing to national development through high manpower training, developing individual intellectual capability in order to understand their immediate environment, and providing opportunities for individuals to acquire physical and intellectual skills that will allow them to be self-sufficient and useful members of the society to which they belong.
The strategy statement highlighted ICT as the foundation for national survival and progress in a rapidly changing global environment. Information and communication technology has enabled innovation in teaching and learning, as well as breakthroughs in research into how individuals learn, leading to a rethinking of the educational system (Lopez, 2003).
The widespread use and rapid development of ICTs have shifted human society from the information age to the knowledge age. Thus, its application in teaching is becoming increasingly necessary. The rate of development in ICT currently outpaces the rate of advancement in the efficient use of ICT in education.
There is widespread agreement on the importance of intellectual input in creating value, emphasising the necessity for investment in education and skills in general, with a particular emphasis on ICT skills and research development (Gilbert, 2000).
ICT has transformed the face of modern research, necessitating the connection of research organisations via an advanced network that is linked to the rest of the globe. ICT provides numerous services to students, particularly those enrolled in distance education programmes (Okuta, 2010).
Today, professors and students access necessary materials for their academic endeavours via the internet. Such high-quality materials are utilised to equip pupils and improve their knowledge in their respective fields of study.
ICT provides some extremely effective assistance for transferring theory into practice. Two of these tools are computer-assisted learning and online education.
Computers with internet connectivity are now typical home devices. Students frequently have access to educational tools that are specifically designed to deliver instruction to help users learn faster by utilising ICT communication platforms such as e-mail, the web, encyclopaedia, books, and other reference materials.
It also functions as an entertainment resource for pupils. For example, students utilise cellular phones, computer games, electronic toys, television, CD players, recorders, and videotape players for enjoyment. When kids grow up in an ICT environment, they may spend many hours using ICT facilities (Robinson, 2007).
ICT has shown to be a valuable tool for quickly addressing issues and completing tasks in education, commerce, industry, science, and many other human pursuits.
Today, ICT offers a knowledge-based system that comprises knowledge acquisition, knowledge incubation, knowledge amplification, and knowledge distribution (Robinson, 2007). The utilisation of modern information technology can serve three primary functions in national educational advancement.
According to Robinson, these are: (a) to deliver all or part of the learning experiences to learners; (b) to supplement and extend content provided in different forms other than printed or hard copies; and (c) to provide a two-way channel of communication for tutors and students to exchange feedback or for learning, problem-solving, advice, debate, and reports.
Governments all around the world are capitalising on ICT’s vast potential, employing it as a tool for educational growth, economic recovery, and wealth creation (Okonta 2006). ICT is extremely effective in combating the ailments and difficulties plaguing the educational system.
Without ICT, no nation can reach its full educational, economic, and social potential. As a result, education and the corporate environment are being challenged by the demands and opportunities brought about by ICTs and globalisation.
Nigerian tertiary institutions encounter hurdles in implementing modern technologies into their programmes. This increases competitive pressure on business educators to differentiate themselves and compete uniquely by incorporating new technology into their programs to satisfy the needs of students who must be appropriately prepared to function in an ICT-enabled world (Okuta, 2010).
Business educators are professional business teachers who are always up to date on the latest developments in education “for” and “about” business. The introduction of ICTs necessitates that business educators possess the necessary ICT competencies to successfully convey knowledge to pupils (Okeke and Ezenwafor, 2011).
Business educators are male and female lecturers who teach students about the fundamentals, theories, and processes of business. Some of them have extensive experience teaching in colleges and universities. Some are present in both rural and urban regions and are gender neutral.
The usage of ICTs in educational institutions continues to be a severe concern to both students and business educators. In recent years, it has been observed that ICT courses in higher education have consistently performed poorly.
Furthermore, it has been found that after graduation, students continue to register with private ICT training centres to gain ICT skills before they can function effectively in any ICT environment.
Okoro’s (2009) research also revealed that the tendency of poor ICT performance has caused alarm among school officials and business educators alike, since it has a negative impact on the generation of much-needed workforce for Nigeria’s technological progress.
Given the foregoing, there is a need to identify strategies considered by business educators for boosting ICT teaching and learning in Anambra State’s higher institutions.
Statement of the Problem
The introduction of ICT necessitates that business instructors possess the ICT proficiency required to impart knowledge to students for optimal performance. Business education students are expected to be proficient in ICT before graduating. According to our observations, business education students continue to register with private ICT institutes to improve their ICT abilities.
Okoro’s (2009) research also revealed that the tendency of poor ICT performance has caused alarm among school officials and business educators alike, since it has a negative impact on the generation of much-needed workforce for Nigeria’s technological progress.
During ICT courses, a large number of students can be seen standing by the windows and entrances, waiting to collect poorly scribbled notes from their classmates who were able to secure seats inside the lecture hall.
The truth remains that most ICT teachers use the lecture mode of instruction, compounded by the fact that the majority of them are not professional teachers (Okoro, 2009).
Because of these flaws, pupils do badly in ICT courses. The majority of them find it difficult to operate in an office equipped with ICT facilities, such as those seen in modern companies.
The study’s main issue is that business education graduates struggle to find jobs that require information communication technology abilities after graduation unless they attend private training facilities to maintain their ICT skills.
As a result of these, this study was designed to determine business educators’ ratings of approaches for improving the teaching and learning of information communication technology in tertiary institutions in Anambra State.
The purpose of the study
The primary goal of this research is to determine how business educators rate approaches for improving the teaching of information and communication technology in tertiary institutions in Anambra state. Specifically, the study aims to determine the applicability of:
Organised practical work to improve ICT instruction in Anambra State’s tertiary institutions.
The project method of instruction is a methodology for improving ICT teaching in tertiary institutions in Anambra State.
Individualised instruction is an approach for boosting ICT education in Anambra State’s higher institutions.
Instructional games and simulation are used to improve ICT education in Anambra State’s higher institutions.
Significance of the Study
The report, once published, would be extremely beneficial to curriculum planners, the government, workers, and students. The study’s findings would generally lead them to view information and communication technology as extremely crucial to society, as no one can live effectively in this information age without ICT knowledge and abilities.
The results would assist curriculum planners in making additional accommodations for the teaching of ICT in all fields of study. This would assist institutions in instilling in pupils ICT skills that will make them employable after graduation.
The findings of this study will enable the government to make reasonable efforts to construct well-equipped ICT centres in all higher institutions. This would allow kids to have access to computers while still in school, as well as learn the requisite ICT skills for effective adaptation to the ICT-driven job market.
Workers would profit from the study’s findings because they would better understand the importance of learning more about ICT. As a result, they will be able to obtain important information about the use and application of ICT in their various offices, allowing them to access information online. Future researchers would use the findings as a source of information and reference.
Scope of the Study
The study focusses on approaches for improving teaching and learning in ICT tertiary institutions as perceived by business educators in Anambra State. The study will investigate how business educators regard organised practical work, project-based instruction, individualised instruction, and instructional games and simulation as effective strategies for boosting ICT teaching and learning in Anambra State’s higher education institutions.
Research Questions
The research questions listed below drove this investigation.
How suitable do business educators consider organised practical work as a technique for boosting ICT instruction in Anambra State’s postsecondary institutions?
How suitable do business educators consider the project method of instruction as a methodology for boosting ICT teaching in Anambra State’s postsecondary institutions?
How suitable do business educators consider individualised instruction as an approach for boosting ICT education at Anambra State tertiary institution?
How suitable do business educators think instructional games and simulation are for boosting ICT education in Anambra State’s higher institutions?
Hypotheses
The following null hypotheses were evaluated at the 0.05 level of significance.
There is no significant difference in the mean assessments of male and female business educators in universities and colleges of education regarding how organised practical work improves the teaching of information communication technology in tertiary institutions.
There is no significant difference in the mean ratings of male and female business educators in universities and colleges of education regarding how project methodologies promote the teaching of information communication technology in tertiary institutions.
There is no significant difference in the mean assessments of male and female business educators in universities and colleges of education regarding how personalised instruction strategies improve the teaching of information communication technology in tertiary institutions.
There is no significant difference in the mean ratings of male and female business educators in universities and colleges of education regarding how instructional games and simulation techniques assist the teaching of information communication technology in tertiary institutions.
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