TABLE OF CONTENT
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
1.1 STATEMENT OF THE
PROBLEM
1.2 PURPOSE OF STUDY
1.3 RESEARCH QUESTIONS
1.4 SIGNIFICANCE OF THE
STUDY
1.5 SCOPE OF THE STUDY
CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 CONCEPT OF
INFORMATION AND COMMUNICATION TECHNOLOGIES
2.2 AVAILABILITY OF
INFORMATION AND COMMUNICATION TECHNOLOGIES IN EDUCATIONAL SYSTEM
2.3 ACCESSIBILITY OF INFORMATION
AND COMMUNICATION TECHNOLOGIES IN EDUCATION
2.4 USE OF INFORMATION AND
COMMUNICATION TECHNOLOGIES IN EDUCATION
2.5 RELATED STUDIES IN
THE AREA OF ICT
CHAPTER THREE
3.1 METHODOLOGY
3.2 POPULATION OF STUDY
3.3 SAMPLING
AND SAMPLE TECHNIQUES
3.4 RESEARCH INSTRUMENT
3.5 VALIDITY OF THE INSTRUMENT
3.6 DATA ANALYSIS
CHAPTER
FOUR
4.0 DISCUSSION OF
RESULTS/ANALYSIS
4.1
DISCUSSION
CHAPTER FIVE
5.0
SUMMARY
5.1 RECOMMENDATION
5.2 CONCLUSIONS
REFERENCES
CHAPTER ONE
2.0 INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
The
world is going through an information and communication technology revolution
that has drastically changed many facts of human life. From education,
industry, economy, polities to entertainment (Ayeni, 2000).
In
many countries today, the use of ICTs has become so important, that it is now
the most significant indices in national and economic development, hence,
Nigeria’s quest for economic growth can not be achieved 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) ICT is any product that will store, retrieve information
electronically in a digital form for example personal computers, digital
television, e-mail, robots, desktops etc.
Ali,
(2004) in his view opined that information and communication technology is the
physical structure of network of computers base systems (hardware, software and
media) for purposes of organizing, processing, communicating, accessing,
presenting, storing, retrieving and simplifying information when needed and in
the form it is needed.
Ogiegbuan
and Iyamu (2005) in described ICT as the use of digital technology that already
exist to help individuals, business and Organizations use information.
Information
and Communication Technologies (ICTs) has come to be an indispensable part of
the contemporary world. Infact, culture and society has been adjusted to meet the
challenges of the knowledge age. The pervasiveness of ICTs has brought about
rapid technological, social, political and economic transformation. Thus a
network if “information society” is organized around ICTs of which educational
sector is not left out. (Amakin, 2006: Jagboro, 2005).
One
of the aims of higher education is the acquisition, development and inculcation
of the proper value orientation for the survival of the individual and society
(NPE, 2004).
In
higher education institution, the demand of the students involves coming to
terms with the content and operations of their discipline area as well as
learning how to operate within the culture of the institution and sub-culture
of their particular faculty. This can be pursued with the involvement of ICTs
in teaching and research (NFE, 2004).
It
is widely acknowledge that ICT can be use to improve the quality of teaching
and learning in any tertiary institution. The prevalence and rapid development
of Information and Communication Technologies (ICTs) has transformed the human
society from the information technology age to the knowledge age (Galbreath,
200).
It
is in this perspectives, that Onasanya (2004) affirmed that ICTs are becoming
natural part of man’s daily life; thus their use in education by staff
(academic and non-academic) and students is becoming a necessity. Certainly,
the present and future academic global community will utilize ICTs to a high
degree. This has made it imperative that lectures not only need to use ICTs,
but they need to become comfortable with using ICTs. This is to ensure that
they participate fully in the life of the contemporary university and to
accomplish their everyday task.
Information
and communication technologies (ICTs) as defined by Milken Exchange on
Education Technology, (1999) is computer based tools used by people to work
with the information and communication processing needs of an organization. It
encompasses the computer hardware and software, the network and several other
devices (video, audio, photography, camera, etc) that convert information
(text), images, sound, motion and so on into common digital form.
In
conclusion, the effectiveness and efficiency in teaching and learning in the
humanities education can be ensured by ICTs potentials.
In
Nigeria, the evidence for the growing importance of ICTs in modern university
education is the increasing rate in acquisition of computers and other
information technologies for use by staff and students.
Although
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 depends not only on access and availability but also on
the extent to which staffs and student embrace these technologies (Horgan,
1998).
Information
and Communication Technology (ICT) have permeated into every sphere of human
development, of which education stands to be the greatest benefling of this
development. It is in the above regard that this project decided to consider
the necessity of this phenomenon in humanities education.
1.1 STATEMENT OF THE
PROBLEM
In
this modern world, ICTs has been a phenomenon in the educational system. But it
is generally true that for some people ICTs might not be readily available
accessible and might not be used or under-utilized, and that its use might not
be adequately appreciated. This study is out to investigate the availability,
accessibility and use of ICTs in humanities education.
1.2 PURPOSE OF STUDY
The
main purpose of this study is to assess the level of lectures and students
awareness and utilization of ICTs in humanities education, for effective
teaching and learning. Hence, based on the findings of this work, adequate
suggestion would be made towards facilitating students understanding and
improvement of their interest in learning through implementing the use of ICTs
facilities which in turn will promote lectures productivity and enhance their
professional capabilities.
1.3 RESEARCH QUESTIONS
1.
ICTs are relevant in humanities
education
2.
ICTs are readily available in humanities
education
3.
The accessibilities of the ICTs are
certain in humanities education.
4.
There is a high level of ICTs literacy
among lectures in humanities education.
5.
Students ICTs literacy level in
humanities education is high.
6.
The ICTs literacy level of students in
humanities education can be said to be sufficient for employing ICTs techniques
in teaching and learning.
7.
As a student do you consider the use of
ICTs as useful in humanities education?
8.
If yes, what of you consider being these
advantages?
1.4 SIGNIFICANCE OF THE
STUDY
This
study would be important to the following categories of people:
·
Students
·
Lectures
·
Educational
professionals
This
is because it would identify policy options and strategies that would make ICTs
more relevant and beneficial in humanities education
The
study will also sanitize the government on the importance of allocating more
funds on the importance of allocating more funds to the educational sector
especially in the provision of ICT equipment in higher education.
It
will also awaken lectures and students on the need for adequate embrace of ICTs
through continuous training on the use of Information and Communication
Technologies (ICTs).
1.5 SCOPE OF THE STUDY
The
study will focus on humanities education in the university of Lagos in respect
of accessibility, availability and use of ICTs.
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