Utilization of Information and Communication techNology (ICT) for Effective Teaching in Colleges of Education in Cross River State.
ABSTRACT
The study was designed to determine the extent of ICT facilities utilization by lecturers and enhancement of effective teaching in Colleges of Education in Cross River State.
Specifically, the study was designed to determine the extent of ICT facilities availability, accessibility, requisite skills of lecturers, how often lecturers utilize ICT facilities and how they on the utilization of these facilities in enhancing effective teaching.
The study was guided by 5 research questions and 5 null hypotheses. Descriptive survey design was adopted for the study and because of the size the entire population was studied. Utilization of ICT Facilities for Effective Teaching Questionnaire (UICTFETQ) was the instrument used for data collection.
The instrument was validated by four experts and the overall reliability coefficient of 0.771 was obtained. The data collected from the five research questions of the study were analyzed using the mean and standard deviation. A one way analysis of variance (ANOVA) was used to test the null hypotheses 1-4.
The independent t-test was used to test hypothesis 5. The data analysis revealed that, the availability and accessibility of ICT facilities in enhancing effective teaching is to a very low extent, the extent to which lecturers possess the requisite skills of ICT facilities utilization is to a low extent.
That lecturers in the Colleges very seldom utilize ICT facilities and that the extent to which lecturers in public and private colleges differ on the utilization of ICT facilities in enhancing effective teaching is to a low extent.
It was recommended that, Government and other agencies should ensure the supply of ICT facilities and lecturers be allowed access to the available ICT facilities. Training programmes on ICT utilization should be organized for lecturers regularly.
TABLE OF CONTENT
Title Page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgements v
Table of Content vi
List of Tables viii
Abstract ix
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 7
Purpose of the Study 9
Significance of the Study 10
Research Questions 12
Hypotheses 13
Scope of the Study 14
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework 15
The Concept of Information and Communication Technology (ICT) 15
The Concept of Effective Teaching 21
Availability of ICT Facilities for Lecturers Utilization in Enhancing Effective Teaching 23
Accessibility of ICT Facilities for Lecturers Utilization in Enhancing Effective Teaching 26
Requisite Skills of Lecturers on ICT Facilities Utilization in Enhancing Effective Teaching 28
Utilization of ICT for Effective Teaching 32
Theoretical Framework 48
Information Theory 48
Communication Theory 51
Media Richness Theory 53
Empirical Studies 54
Summary of Literature Review 63
CHAPTER THREE: METHODOLOGY
Design of the Study 65
Area of the Study 65
Population of the Study 66
Sample and Sampling Technique 67
Instrument for Data Collection 67
Validation of the Instrument 69
Reliability of the Instrument 70
Procedure for Data Collection 70
Method of Data Analysis 71
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Summary of Findings 95
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Discussion of Findings 99
Conclusion 106
Implications of the Study 107
Recommendations 109
Limitation of the Study 110
Suggestion for Further Study 111
REFERENCES 112
APPENDICES 123
INTRODUCTION
1.1 Background of the Study
Information and communication technology (ICT) is already vital tool in the successful development of education. Therefore, teaching and learning in the emerging societies require effective utilization of ICT to facilitate instructional delivery.
Information and Communication Technology has therefore become a critical tool for professional training of teachers.
It facilitates teacher training for an improved educational system. Consequently, the sooner teachers and students alike understand how to use ICT facilities, the earlier they would appreciate its importance in realizing their teaching and learning objectives.
Recently, the Federal Government contended that computer knowledge would be a requirement for teacher employment, interviews and in some cases promotions. (Ikenga, Akiti and Onyemah, 2009).
The utilization of ICT facilities in teaching and learning will immensely enhance the quality of instruction in Colleges of Education. However, availability, accessibility and requisite skills of lecturers in ICT facilities may affect utilization.
REFERENCES
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