ABSTRACT

Effective communication is of great importance in teaching-learning situation. That is why Federal Republic of Nigeria (FRN, 2004) provides that ICT devices will be used to improve communication as well as for expansion of instructional techniques in schools. Information and Communication Technologies (ICTs) are technological gadgets that receive, process, store, retrieve and disseminate information. It is in response to the need for ICT in schools that this study was undertaken to assess the availability and utilization of Information and Communication Technology (ICT) devices at Digital Park of Federal Polytechnic at Nekede, Imo State. Four research questions guided the study. The instrument used for data collection was structured questionnaire. Pearson’s Moment Correlation Co-efficient was used to calculate the reliability co-efficient of the pilot tests to get established reliability value of 0.78. The data collected were analysed using mean scores. It was found among other things that ICT devices are not adequately utilized, personnel to operate ICT devices are not adequately trained and most of the ICT devices are not in good working condition in schools studied. Based on the findings, the following recommendations were made: urgent review and implementation of policy on ICT adaptation in Digital Park of Federal Polytechnic at Nekede, Imo Stzate, recruitment and posting of qualified personnel to operate ICT devices in secondary schools, review of teacher education curriculum to incorporate ICT skills and training and encouraging individuals and non-governmental agencies to participate in the provision and maintenance of ICT devices.

CHAPTER ONE

INTRODUCTION

1.0 Background to Study

Transferring relevant information, values, skills, attitudes, beliefs, and moral for the collective wellbeing of the individual and his society requires proper and effective communication. Teaching and learning is all about communication between the teacher and the learner or between the learner and the learning materials which involves giving and receiving information. Means of transferring Information or lesson content to learners are of great importance. Since the evolution of Information and Communication Technologies (ICTs), giving and receiving information have not remained the same. ICT is gaining global recognition in the evolution of information dissemination (National Open University 2012). According to Homby (2004), Information and Communication Technologies (ICTs) are electronic technologies used for information storage and retrieval. Ayodele (2002) in Oluwarobi (2012) defined ICT as electronic-based technology that is generally used to retrieve store, process, and package information as well as provide access to knowledge. The development of microcomputers, optical disc, the establishment of telecommunication network, television, internet, etc. have assisted in broadening people’s knowledge and facilitating effective communication. Ugwu and Oboegbulem (2011) stated that ICTs in education encompasses a great range of rapidly evolving technologies such as desktops, notebooks, digital camera, local area network (LAN), the internet and the World Wide Web (WWW), CD Rom and DVDs and applications spread sheets, tutorials, simulations, electronic mails, digital libraries, computer mediated conferencing, video conferencing and virtual reality. In effect, ICT has reduced the barriers that characterized interrelationship in terms of space, time, and learning activities. ICT tools for teaching and learning include Computer, Internet, PowerPoint, Television, Overhead Projectors, Camera, Radio Cassette, Video Tape, Audio Cassette, Audio CD, World Wide Web (WWW), Telephone, etc. Gannon (2004).

Effective according to Homby (2004) is a condition of producing result that is desired or intended. In other words it is producing a successful result. Teaching and learning produce result that is wanted or intended when the learner is able to exhibit behaviour that reflect the objectives of the instructional programme. It is when this happens that we can say that teaching and learning is effective. This can only take place where the learning environment is supportive. ICT has the potentials to transform and enrich the classroom environment to achieve qualitative education, meaningful and lifelong learning at all levels of education especially secondary school which is a base and criteria for higher level education.

Therefore introducing ICT to teaching and learning will give the students the opportunities to access information of their interest and interact with experts in other parts of the world. This will help to further develop their understanding, knowledge as well as make them gain new information. This is in line with Ugwu and Oboegbulem (2011) who held that effective use of ICTs in schools guarantees more access to information and experience in this era of globalization. Badmus (2004) stated that introduction of ICT in the school setting has a great impact in contributing to the achievement of the educational objectives, aims and goals as well as improving teaching and learning. In similar vein, Hadda and Draxler (2002) stated that ICTs have brought about a personalized, just-in-time, up-to-date and user-centred educational activities. For Selinger (2005), students’ learning is more robust and their knowledge and understanding increase where ICTs are used. So at the look of things, all human institutions including schools will be inefficient and unproductive without ICT. But despite the benefits of ICT in teaching-learning process, teachers and school management are not interested in using ICT for instructional purposes. This has been attributed to many factors which include inadequate funds, poor condition of electricity, teachers’ incompetence and pervasive poverty in the society (Aja, 2013). It is based on this reason that the researchers sought to investigate the availability and utilization of ICT in at Digital Park of Federal Polytechnic at Nekede by HND Students.

1.1 Statement of Problem

ICT are electronic devices that receives, store and disseminate information. Studies have revealed that, students who learn in a technology-rich environment experience positive effects on their performance in all subject areas (Fagbamiye, 1977). In the same line of thought, Becta (2003) in his study pointed out that, ICT provides fast and accurate feedback to student and speed of computation and graphing, thus freeing student to focus on strategies and interpretations. Despite the benefits of ICT devices to teaching and learning, their usage in secondary schools are still low as teachers and school management are yet to embrace and integrate ICT in instructional exercise. That is why Onyejemezie (1981), maintained that the usefulness of educational technology devices depend on what the teacher makes out of them.

Studies have shown that ICTs are not considered central to the teaching and learning process especially in the developing countries as most of the tests and examinations in schools follow traditional paper and pencil instead of the use of improved technology on-line assessment, tele-conferencing etc. The problem of the study put in question form is: what are the available ICT devices and their utilization in Digital Park of Federal Polytechnic At Nekede By HND students?