Higher Institutions Lecturers’ Attitude Towards Integration of ICT into Teaching and Research in Nigeria

Onasanya, S.A.; Shehu, Raheem Adaramaja; Oduwaiye, Rhoda Olape; Shehu, L.A.

doi:10.3923/rjit.2010.1.10

Cited by 42 publications

(36 citation statements)

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“…The emergence of ICT resources demands the new pedagoelectronic approach in the teaching of business education courses in colleges of education and universities. The study carried out by (Onasanya, 2010) agreed with this present finding that there is little or no utilization of ICT resources in teaching business education courses at the tertiary institutions in Nigeria. Utilization of ICT resources in teaching helps to facilitate instruction in schools and classrooms thereby relating the new curricula based on real world challenges.…”

Section: Discussionsupporting

confidence: 84%

“…Acquiring these skills will however enable them cope with and adapt to the challenges of the modern day educational system and world of work. Onasanya (2010) asserted that most tertiary institutions lecturers in Nigeria lack adequate pedagogical knowledge for effective utilization of ICT resources for teaching. It is uninteresting and common to see Nigerian business education graduates enroll in roadside computer centres to acquire ICT skills which ought to have been mastered in their colleges of education and universities days.…”

Section: Introductionmentioning

confidence: 99%

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Assessment of Utilization of ICT Resources in Teaching among Tertiary Institution Business Educators in South Nigeria

Okolocha¹,

Nwadiani²

2015

JEL

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This study assessed the utilization of ICT resources in teaching among business educators in tertiary institutions in south Nigeria. Two research questions and two null hypotheses guided the study. Descriptive survey research design was adopted for the study. The population and sample for the study comprised all 240 business educators in colleges of education and universities in south Nigeria. A 28-item structured questionnaire was used as instrument for data collection. Copies of the instrument were administered on 240 business educators and 213 were returned representing 88.75 percent. Data collected were analyzed using mean and standard deviation for the research questions. The null hypotheses were tested at 0.05 level of significance using inferential statistics of t-test. The findings revealed that the few available ICT resources are rarely utilized in the teaching of business education, ICT resources utilization has high influence on teaching and that business educators encounter several problems such as irregular power supply in the utilization of ICT resources. It was recommended among other things, that government and stakeholders in education should make adequate budgetary allocation for the provision of ICT resources and the identified barriers that stand against effective utilization of ICT should be tackled and removed to better equip products of tertiary institutions to fit into various workplaces.

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Section: Discussionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Assessment of Utilization of ICT Resources in Teaching among Tertiary Institution Business Educators in South Nigeria

Okolocha¹,

Nwadiani²

2015

JEL

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“…Tezci (2009) has found that the less the years of experience, the higher the knowledge and use of ICT by teachers. This has been attributed to the enthusiasm and openness of the youths towards technology (Onansanya et al, 2010;Tezci, 2009). On the other hand, some studies have not found years of experience as a determining factor for the utilization of ICT facilities in teaching (Mahdi & Al-Dera, 2013;Niederhauser & Stoddart, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

Investigation into the Utilization of ICT Facilities for Teaching Purposes among University Lecturers: Influence of Gender, Age, Qualification and Years of Teaching Experience

Yushau

Nannim

2020

PEDAGOGICAL RES

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This study investigates lecturers' level of utilization of ICT facilities for teaching purposes in Nigerian universities. A descriptive survey design was adopted for the study. And a questionnaire with a reliability of 0.907 was used for data collection. Data was collected at the Abubakar Tafawa Balewa University, Bauchi from a sample of 433 lecturers out of a population of 928. The results show that lecturers have the knowledge of using ICT facilities in teaching, however, they rarely use them in teaching. It was also found that lecturers' age and years of teaching experiences were significant factors influencing the level of ICT utilization in teaching. However, no significant difference was found due to gender and educational qualification. It was recommended among others that there should be regular sensitization programmes on the importance of using ICT facilities as it promotes students' learning and enhance their academic achievement.

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“…ICT education is more literary than it is practical in terms of physical use (Nnabuo and Obasi 2004). When teaching and learning is accessed critically in Nigerian Colleges of Education, it could be observed that the challenge for teacher educators is no longer in covering the course contents, but in having access to ICT and using it to enhance teaching and learning (Onasanya et 'et 2010). Is this state of affairs having any implication on social studies pre-service teacher training in Nigerian Colleges of Education?…”

Section: State Of Ict Integration In Nigeria and The Nigerian Collegementioning

confidence: 99%

An Overview of ICT Integration in Nigerian Colleges of Education and the Implications on Social Studies Pre-Service Teacher Training Programme: A Review of the Literature

Garba¹,

Singh²,

Yusuf³

et al. 2013

EduLearn

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The influence of digital technology in society has made ICT literacy a basic requirement needed by all to survive the challenge of living in the 21 st. The education industry is now faced with the challenge of helping learners to acquire this literacy. Coping with this challenge requires breeding teachers' with high level of proficiency in ICT literacy and competence. This study investigates the readiness of Nigerian Colleges of Education toward breeding social studies teachers with ICT literacy and competence. It is an exploratory conceptual study that is literaturebased (document-based qualitative study approach). The study therefore explore literature to find out the benefit of ICT integration in social studies teacher education; the preparedness of Nigerian Colleges of Education for ICT integration; and the implications of the current state of technology integration on social studies objectives. Findings from this study indicated that, Colleges of education in Nigeria are not readily prepared for effective technology integration; much is still needed in terms of infrastructure and manpower development.

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Higher Institutions Lecturers’ Attitude Towards Integration of ICT into Teaching and Research in Nigeria

Cited by 42 publications

References 1 publication

Assessment of Utilization of ICT Resources in Teaching among Tertiary Institution Business Educators in South Nigeria

Assessment of Utilization of ICT Resources in Teaching among Tertiary Institution Business Educators in South Nigeria

Investigation into the Utilization of ICT Facilities for Teaching Purposes among University Lecturers: Influence of Gender, Age, Qualification and Years of Teaching Experience

An Overview of ICT Integration in Nigerian Colleges of Education and the Implications on Social Studies Pre-Service Teacher Training Programme: A Review of the Literature

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