Utilization Of Information And Communication Technology (Ict) For Effective Teaching In Colleges Of Education In Cross River State
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Utilization Of Information And Communication Technology (Ict) For Effective Teaching In Colleges Of Education In Cross River State
ABSTRACT
The study aimed to assess how lecturers use ICT facilities and improve teaching effectiveness in colleges of education in Cross River State. The study aimed to assess the availability and accessibility of ICT facilities, as well as the skills required by lecturers, frequency of use, and impact on teaching effectiveness.
The study was based on five research questions and five null hypotheses. The study used a descriptive survey design and focused on the total population due to its size. Data was collected using the Utilisation of ICT Facilities for Effective Teaching Questionnaire (UICTFETQ) tool. Four experts verified the instrument, yielding a reliability coefficient of 0.771.
Data from the study’s five research topics were analysed using mean and standard deviations. A one-way ANOVA was conducted to evaluate null hypotheses 1-4. To test hypothesis 5, we utilised an independent t-test.
Data analysis shows that ICT facilities are not widely available or accessible for efficient instruction, and lecturers lack the necessary abilities to use them. College teachers rarely use ICT facilities, and there is no difference between public and private colleges in their use of ICT to improve instructional effectiveness.
It is advised that government and other agencies provide ICT facilities and provide academics access to them. Lecturers should receive frequent ICT training.
Chapter One: Introduction
Background of the Study
ICT plays a crucial role in promoting educational success. Efficient use of ICT is crucial for teaching and learning in developing countries. ICT is now an essential instrument for teacher professional development.
It makes teacher training easier and contributes to a better educational system.
Early understanding of ICT usage among teachers and students is crucial for achieving teaching and learning goals. The Federal Government recently proposed requiring computer expertise for teacher employment, interviews, and promotions. (Ikenga, Akiti, & Onyemah, 2009).
Using ICT for teaching and learning can significantly improve instruction quality in colleges of education.
However, the availability and competence of professors in ICT facilities may impact utilisation.
This may explain why instructors in colleges of education continue to use old classroom methods, which have not significantly improved the educational system.
2
ICT is the automated and computerised process of gathering, typing, copying, processing, analysing, managing, storing, retrieving, and using information to solve problems and make decisions in many aspects of human effort. New concepts and ideas are always emerging in education, improving the teaching and learning process (Ajayi, Ekundayo & Haastrup 2009).
ICT has simplified teaching and learning by utilising electronic media, the internet, computers, epresence, video-conferencing, and power point presentations. According to Ndukwe (2006), the use of calculators and computers in schools has simplified teaching and learning, leading to increased effectiveness.
This has led to a transition from traditional teaching approaches to more innovative and technology driven ones. ICT has transformed the way information is accessed, processed, retrieved, and disseminated inside organisations and globally, favourably impacting instructional practices.
Anaekwe, 2003. Using ICT in teaching and learning allows for flexibility in meeting diverse learners’ needs and abilities. According to Akpan (2008), using ICT in teaching can provide learners with immediate access to richer materials and information in new and relevant ways, leading to improved comprehension and use.
It encourages and stimulates teaching and learning, especially for students with specific needs. It pushes learners to test new ideas, take risks, and foster analytical and divergent thinking.
It inspires teachers to rethink their teaching methods and student learning styles. Ugwoke (2011) suggests that it improves learners’ attention and can lead to more productive group and individual work.
ICT facilities alone do not improve the teaching/learning process. They need to be manipulated. This refers to professors’ abilities to use available ICT facilities. According to Pacey (1999), the use of ICT in the classroom is becoming more prevalent in developing countries, making it unnecessary to rely solely on verbal communication to educate students.
Although ICT is highly beneficial in teaching and learning, many instructors in colleges of education do not use it due to a lack of expertise or accessibility issues.
This could have significantly impacted their usage in improving teaching effectiveness.
Yusuf (2005) found that instructional delivery is successful (4).
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