ABSTRACT
The research was undertaken to study
the impact of information and community technology on classroom teaching and learning
in University of Lagos, Akoka, Lagos state. Chi-Square statistical tools were
used. Descriptive research design was employed to analyse the data, and simple
random sampling techniques was employed to obtain a representative sample, One
hundred teachers both males and females from different socio-economic status
and religion background were involved in the study, and they were randomly
selected from the nine faculties in the University of Lagos Akoka.
Four hypotheses were posited and
tested using Chi-Square analysis at 0.05 level of significant the result showed
that ICTs are positively related with classroom teaching and learning.
TABLE
OF CONTENTS
Pages
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of contents vi
CHAPTER
ONE:
1.0 Background to the Study 1
1.1 Statement of the Problems 4
1.2 Objective of the study 7
1.3 Purpose of the Study 7
1.4 Research Study 8
1.5 Research Hypothesis 9
1.6 Significant of the Study 9
1.7 Scope of the Study 16
1.8 Definition of Terms 17
CHAPTER
TWO:
2.0
Literature Review 21
2.1 Historical
Perspective of Using Computer In Education 22
2.2 Concept of Information and Communication 28
Technology
2.3 Approaches to Information and Communication 36
Technology
in Educational sector
2.4 Barriers
Associated with Information and
Communication
Technology in the University System 41
2.5
Theoretical and Conceptual Framework 45
2.6
Relevance of Information and Communication 51
Technology
CHAPTER
THREE:
3.0 Research
Methodology 53
3.1 Research
Design 53
3.2 Research
Area 54
3.3 Population
of Study 55
3.4 Sample
and Sampling Procedure 56
3.5 Instrumentation
56
3.6 Validity
of the Instrument 57
3.7
Data collection Procedure 58
3.8
Definition of variables 58
3.9
Procedure of Data analysis 62
CHAPTER
FOUR:
4.0 Result and Discussion 64
4.1 Test of Hypothesis 64
4.2 Hypothesis Two 66
4.3 Hypothesis Three 68
4.4 Hypothesis Four 70
4.5 Discussion of the Study ` 72
CHAPTER
FIVE:
Summary,
Recommendation and Conclusion
5.1 Summary 75
5.2 Conclusion 78
5.3 Recommendation 80
References
Appendix
CHAPTER ONE
INTRODUCTION
1.0 Background of the study
It
is difficult and maybe even impossible to imagine future learning environments
that are not supported, in one way or another, by Information and Communication
Technologies (ICT). When looking at the current widespread diffusion and use of
ICT in modern societies, especially by the young – the so-called digital
generation – then it should be clear that ICT will affect the complete learning
process today and in the future. Virtually everywhere across the globe; the
African Union (AU), European Union (EU) and the Member States have dedicated
effort and resources to the promotion and implementation of ICT in education
and training; and they continue to do so (e.g. the EU eLearning Programme and
the SourceCrew Virtual Classroom Programme powered by Elluminate).
There
is, in other words, a widespread belief that ICTs have an important role to
play in changing and modernizing educational systems and ways of learning.
There is, however, little scientific evidence of the concrete contributions of
ICTs to the learning domain, despite the efforts of the last decades. Hence,
there is a need to bring evidence together on the impact of ICT on education
and training in Africa.
However,
it should be noted that many early online courses, such as those developed in
the 1970s and 80s at the New Jersey Institute of Technology, courses at the
University of Guelph in Canada, the British Open University, and the online
distance courses at the University of British Columbia (where Web CT, now
incorporated into Blackboard Inc. was first developed), have always made heavy
use of online discussion between students. Also, from the start, practitioners
such as Harasim (1995) have put heavy emphasis on the use of learning networks
for knowledge construction, long before the term e-learning. There is also an
increased use of virtual classrooms (online presentations delivered live) as an
online learning platform and classroom for a diverse set of education providers
such as Minnesota State Colleges and Universities and Sachem School District.
E-learning
is naturally suited to distance learning and flexible learning, but can also be
used in conjunction with face-to-face teaching, in which case the term Blended
learning is commonly used. E-Learning pioneer Bernard Luskin argues that the
"E" must be understood to have broad meaning if e-Learning is to be
effective. Luskin says that the "e" should be interpreted to mean
exciting, energetic, enthusiastic, emotional, extended, excellent, and
educational in addition to "electronic" that is a traditional
national interpretation. This broader interpretation allows for 21st
century applications and brings learning
and media psychology into the equation.
In
higher education especially, the increasing tendency is to create a Virtual
Learning Environment (VLE) (which is sometimes combined with a Management
Information System (MIS) to create a Managed Learning Environment) in which all
aspects of a course are handled through a consistent user interface standard
throughout the institution. A growing number of physical universities, as well
as newer online-only colleges, have begun to offer a select set of academic
degree and certificate programs via the Internet at a wide range of levels and
in a wide range of disciplines. While some programs require students to attend
some campus classes or orientations, many are delivered completely online. In
addition, several universities offer online student support services, such as
online advising and registration, e-counseling, online textbook purchase,
student governments and student newspapers.
ICT
in form of e-Learning can also refer to educational web sites such as those
offering learning scenarios, worksheets and interactive exercises for children.
The term is also used extensively in the business sector where it generally
refers to cost-effective online training. The recent trend in the e-Learning
sector is screencasting. There are many screencasting tools available but the
latest buzz is all about the web based screencasting tools which allow the
users to create screencasts directly from their browser and make the video
available online so that the viewers can stream the video directly. The
advantage of such tools is that it gives the presenter the ability to show his
ideas and flow of thoughts rather than simply explain them, which may be more
confusing when delivered via simple text instructions. With the combination of
video and audio, the expert can mimic the one on one experience of the
classroom and deliver clear, complete instructions.
From
the learner's point of view this provides the ability to pause and rewind and
gives the learner the advantage of moving at their own pace, something a
classroom cannot always offer.
1.1 Statement of the problem
One
of the major challenges confronting the educational sector in Nigeria is the
scaring discrepancy between the astronomical increase in the number of
applicants seeking admission into various higher institutions and the available
facilities in these institutions to provide quality education; the main purpose
for their existence. Each year the Joint Admission and Matriculation Board
(JAMB) register hundreds of thousands of students seeking to get admission into
various institutions of higher learning in the country. Unfortunately less than
20 percent of these students are absorbed by these institutions, as the
facilities they have on ground can only support fewer students. As a matter of
fact, those even admitted by these institutions often outstrip the facilities
available to support qualitative education and make the academic environment
conducive for learning environment. It is therefore not a surprise that in most
of these institutions students are often cramped up in lecture rooms, with most
of the students struggling to get themselves desks and chairs just to listen to
lectures. More outrageous and embarrassing is the situation whereby students
sit on the floor while some hang on window frames just to be in the class and
listen to their lecturers.
The
horrible situation of students sitting on the floor and hanging on the window
frames in classes so they can receive lectures is not faced by the students
alone. The lecturers also have their own share of this unfortunate situation in
our institutions of higher learning. For instance due to huge number of
students they have in their classes, lecturers dissipate their energy while
lecturing as they need to shout, not speak, for them to be audible enough that
the students can hear them. No public address system and when there is, there
is often no electricity to power it. Obviously the productivity of both the
lecturers and students are negatively affected. And ultimately the prior aim of
these institutions (providing quality education of international standard) is
defeated.
The
introduction and adoption of effective and efficient ICTs will surely go a long
way in ameliorating the above sorry situation but will also compliment the
effort of these institutions in task of providing quality education. It is a
creative and an innovative development that allow teachers to teach more
comfortably and conveniently. Especially in a virtual classroom where the
presence of teachers and students are not necessarily required, this is made
possible through a web collaboration technology. Virtual classroom just like
physical classroom is interactive, and in a densely populated area, it puts the
institution in a vantage position to admit more students than they currently do
without compromising the quality and standard of education the offer, but
rather improves it.
1.2 Objectives of the study
The
objective of this project is to describe the impact of ICT on teaching in
classrooms through students and teachers in various institutions of higher
learning. And by this objective the goals include:
§ Ameliorating
the present problem and challenges faced by institutions of (higher) learning
in Nigeria in terms of matching up their facilities with the number of students
the admit into their schools.
§ To
create a conducive teaching and learning environment for lecturers and students
respectively via eLearning.
§ To
build an online network and community among the teachers and students.
§ To
bring up the Nigeria higher institutions, lecturers and students to
technological development and innovations as they are related to eLearning.
1.3 Purpose of the study
The
main purpose of this study is to examine the impact of ICT in classrooms
implementing ICT equipments and tools in teaching-learning process as a media
and methodology. Generally, to familiarize teachers and students with the use
and workings of computers, and related social and ethical issues, and also to
provide the prospects and trends of integrating information and communication
technology (ICT) into the general educational activities.
1.4 Research Questions
·
Are the teachers in the University of Lagos
resourcefully putting the ICT, Instructional materials to their maximum use for
effective classroom teaching?
·
What are the impact of successful
operation of the ICT system in the classroom and the effect on student academic
achievement?
·
Are the teacher’s knowledge of ICTs
utilization been able to enhance their classroom teaching and management?
·
How adequate are the ICT instructional
materials that are available and its maximum utilization by the teachers for
the achievement of performance objective in the University system.
1.5 Research Hypothesis
Ho: The use of ICT in the classroom
has no significant effect on teacher’s effective classroom teaching.
Ho: There is no significant impact of
successful operation of the ICTs system in the classroom and the effect on student’s
academic achievement.
Ho: Teachers knowledge of ICTs has no
significant relationship with his classroom teaching and management.
Ho: There is no significant
relationship between availability of ICT instructional materials and the effect
on teaching and learning in the University system.
1.6 Significance of the study
The increasing use of
technology in all aspects of society makes confident, creative and productive
use of ICT an essential skill for life. ICT capability encompasses not only the
mastery of technical skills and techniques, but also the understanding to apply
these skills purposefully, safely and responsibly in learning, everyday life
and employment. ICT capability is fundamental to participation and engagement
in modern society.
ICT can be used to
find, develop, analyze and present information, as well as to model situations
and solve problems. ICT enables rapid access to ideas and experiences from a
wide range of people, communities and cultures, and allows students to
collaborate and exchange information on a wide scale. ICT acts as a powerful
force for change in society, and citizens should have an understanding of the
social, ethical, legal and economic implications of its use, including how to
use ICT safely and responsibly. Increased capability in the use of ICT supports
initiative and independent learning, as pupils are able to make informed
judgements about when and where to use ICT to enhance their learning and the
quality of their work.
Discussed below are
some of the significance of ICT to classroom teaching:
·
Access to variety of learning
resources
In the era of
technology, ICT aids plenty of resources to enhance the teaching skills and
learning ability. With the help of ICT now it is easy to provide audio visual
education. The learning resources are being widens and widen. Now with this
vivid and vast technique as part of the ICT curriculum, learners are encouraged
to regard computers as tools to be used in all aspects of their studies. In
particular, they need to make use of the new multimedia technologies to
communicate ideas, describe projects, and order information in their work.
·
Immediacy to information
IT has provided
immediacy to education. Now in the year of computers and web networks the pace
of imparting knowledge is very very fast and one can be educated anywhere at
any time. New IT has often been introduced into well-established patterns of
working and living without radically altering them. For example, the
traditional office, with secretaries working at keyboards and notes being
written on paper and manually exchanged, has remained remarkably stable, even
if personal computers have replaced typewriters.
·
Any time learning
Now in the year of
computers and web networks the pace of imparting knowledge is very fast and one
can be educated. One can study whenever he wills irrespective of whether it is
day or night and irrespective of being in Nigeria or in US because of the boom
in ICT.
·
Collaborative learning
Now ICT has made it
easy to study as well as teach in groups or in clusters. With the online
collaboration technology we can be united together to do the desired task.
Efficient postal systems, the telephone (fixed and mobile), and various
recording and playback systems based on computer technology all have a part to
play in educational broadcasting in the new millennium. The Internet and its
Web sites are now familiar to many children in developed countries and among
educational elites elsewhere, but it remains of little significance to very
many more, who lack the most basic means for subsistence.
·
Multimedia
approach to education
Audio-Visual
Education, planning, preparation, and use of devices and materials that involve
sight, sound, or both, for educational purposes. Among the devices used are
still and motion pictures, filmstrips, television, transparencies, audiotapes,
records, teaching machines, computers, and videodiscs. The growth of audio-visual
education has reflected developments in both technology and learning theory.
Studies in the
psychology of learning suggest that the use of audio-visuals in education has
several advantages. All learning is based on perception, the process by which
the senses gain information from the environment. The higher processes of
memory and concept formation cannot occur without prior perception. People can
attend to only a limited amount of information at a time; their selection and
perception of information is influenced by past experiences. Researchers have
found that, other conditions being equal, more information is taken in if it is
received simultaneously in two modalities (vision and hearing, for example)
rather than in a single modality. Furthermore, learning is enhanced when
material is organized and that organization is evident to the student.
These findings
suggest the value of audio-visuals in the educational process. They can
facilitate perception of the most important features, can be carefully
organized, and can require the student to use more than one modality.
·
Authentic
and up to date information
The information and
data which are available on the net is purely correct and up to date.
Internet, a
collection of computer networks that operate to common standards and enable the
computers and the programs they run to communicate directly provides true and
correct information.
·
Online library
ICT support thousands
of different kinds of operational and experimental services one of which is online
library. We can get plenty of data on this online library.
As part of the ICT
curriculum, learners are encouraged to regard computers as tools to be used in
all aspects of their studies. In particular, they need to make use of the new
multimedia technologies to communicate ideas, describe projects, and order
information in their work. This requires them to select the medium best suited
to conveying their message, to structure information in a hierarchical manner,
and to link together information to produce a multidimensional document.
·
Distance learning
Distance Learning,
method of learning at a distance rather than in a classroom. Late 20th-century
communications technologies, in their most recent phases multimedia and
interactive, open up new possibilities, both individual and institutional, for
an unprecedented expansion of home-based learning, much of it part-time. The
term distance learning was coined within the context of a continuing
communications revolution, largely replacing a hitherto confusing mixed
nomenclature home study, independent study, external study, and, most common,
though restricted in pedagogic means, correspondence study. The convergence of
increased demand for access to educational facilities and innovative
communications technology has been increasingly exploited in face of criticisms
that distance learning is an inadequate substitute for learning alongside
others in formal institutions. A powerful incentive has been reduced costs per
student. At the same time, students studying at home themselves save on travel
time and other costs.
Whatever the
reasoning, distance learning widens access for students unable for whatever
reason (course availability, geographical remoteness, family circumstances and individual
disability) to study alongside others. At the same time, it appeals to students
who prefer learning at home. In addition, it appeals to organizers of
professional and business education, providing an incentive to rethink the most
effective way of communicating vital information.
·
Better
accesses to children with disabilities
Information and
communication technology has brought drastic changes in the life of disabled
children. ICT provides various software and technique to educate these poor
peoples. Unless provided early with special training, people profoundly deaf
from birth are incapable of learning to speak. Deafness from birth causes
severe sensory deprivation, which can seriously affect a person's intellectual
capacity or ability to learn. A child who sustains a hearing loss early in life
may lack the language stimulation experienced by children who can hear. The
critical period for neurological plasticity is up to age seven. Failure of
acoustic sensory input during this period results in failure of formation of
synaptic connections and, possibly, an irremediable situation for the child. A
delay in learning language may cause a deaf child's academic progress to be
slower than that of hearing children. The academic lag tends to be cumulative,
so that a deaf adolescent may be four or more academic years behind his or her
hearing peers. Deaf children who receive early language stimulation through
sign language, however, generally achieve academically alongside their hearing
peers.
1.7 Scope of the study
This
research study was limited to only University of Lagos Akoka, In Yaba Local
Government Area of Lagos state.
The
study principally discuss the impact of information and communication
technology on classroom teaching and learning in the University system, (A case
study of the University of Lagos Akoka).
1.8 Definition of terms
The
following terminology has been used throughout this document.
|
Collaboration
|
A
philosophy of interaction and personal lifestyle where individuals are
responsible for their actions, including learning and respect the abilities
and contributions of their peers.
|
|
Computer
|
Electronic
machine, operated under the control of instructions stored in its own memory,
which can accept data (input), manipulate data according to specified rules
(process), produce results (output) and store the results for future use.
|
|
Computer
Literacy
|
Concerning
the knowledge, skills and attitudes which enable a person to use computer
technology to benefit themselves and others related to tasks they wish to
accomplish.
|
|
Computer
Awareness
|
Concerning
the understanding of the role of computer technology in society and the
social implications associated with the use of computers in society.
|
|
Constructivism
|
The
view of learning that requires the learner to actively construct conceptual
meaning from experiences. This view is
predominant among educational theorist in the world.
|
|
Cooperation
|
A
structure of interaction designed to facilitate the accomplishment of a
specific end product or goal through people working together in groups.
|
|
Educational
Technology
|
A
term used throughout the world to refer to the use of any technologies to
support the processes of learning and teaching.
|
|
E-mail
|
(Electronic mail)
Text messages and computer files exchanged through computer
communication, via Internet or intranet networks.
|
|
ICT
|
(Information
& Communications Technology) Typically used to refer to computer
technologies but strictly speaking should also include other technologies
used for the collection, storage, manipulation and communication of
information.
|
|
Internet
|
The
international network of networks of computers using common protocols such as
TCP/IP.
|
|
Intranet
|
A communications network, based on the same
technologies used for the Internet but only available to authorised users
within an organization or company.
|
|
Learning Environment
|
The psycho-social and physical environments within
which learning occurs. This may be
physically contained within a classroom or may involve a complex of various
locations, persons and materials.
|
|
Learning
Outcome
|
That
which students may demonstrate from what they have learned. In the Curriculum Framework these are
described as sets of outcomes associated with areas of learning.
|
|
Learning
Technologies
|
A
term used principally in Australia to denote the use of technologies to
support the processes of learning and teaching. Usually used to discuss the use of computer
technologies in this capacity. Similar
use to the internationally used term, educational technology.
|
|
Overarching
Outcome
|
There are 12
overarching outcomes at the beginning of the Curriculum Framework that aim to
direct the focus of all learning in Western Australian schools.
|
|
Pedagogy
|
A strict
dictionary definition would state that pedagogy concerns the science of
teaching children. It concerns what
teachers do when they interact with children to support their learning. Most educators would consider that pedagogy
encompasses the beliefs and actions of teachers including their teaching
strategies, the organization of learning experiences and of the learning
environment generally.
|
|
Technology
Education
|
Learning and
teaching associated with technologies where the technologies are the focus of
study.
|
|
TCP/IP
|
(Transmission
Control Protocol/ Internet Protocol) The communications protocol used to
define the ‘rules’ for the transmission of data between computers and
networks wishing to be part of the internet.
|
|
URL
|
(Universal
Resource Locator) The unique address of any document available for access
over the Internet. |
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