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THE IMPACT
OF INFORMATION AND COMMUNITY TECHNOLOGY ON CLASSROOM TEACHING AND LEARNING
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.
CHAPTER ONE
INTRODUCTION
1.0Background
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.
1.2Objectives
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.
1.3Purpose
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.
1.4Research
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.
1.5Research
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.
1.6Significance
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.
1.7Scope 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).
1.8Definition
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.
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