ICT enabled Almajiri education in Nigeria: Challenges and prospects

Abstract

The Almajiri children in Nigeria are deserving of special interventions to reduce the life-long divide in educational achievement, social status, and economic empowerment. One way of speedily achieving this is through the use of Information and Communication Technologies (ICTs). This study examined the prospects and challenges of using ICT in the teaching and learning processes of Almajiri children’s education in Nigeria. A descriptive research methodology was adopted and data were collected from the Almajiri children, their teachers, and parents from communities with a high concentration of Almajiri schools. The results showed that while the official language of instruction in schools in Nigeria is English, the language often spoken by children and teachers was Hausa. Also, while teachers and parents were quite familiar with ICTs such as mobile phones, computers, and television, the Almajiri children were more familiar with television and mobile phones, and very few had used a computer. Some strategies proposed for successful adoption of ICT in Almajiri education include the use of indigenous languages in courseware development and the use of one-to-many ICT facilities, such as multimedia teaching aids, projectors, and smart televisions.

Examining The Acceptance of Tarannum Smart Learning Application Using Diffusion of Innovation Model

“…It was noted that there are numerous chances for innovation, acceleration, enrichment, and depth of learning when ICTs are used in learning. Furthermore, the use of ICT in educating students can also motivate and engage the students that obviously will create a fun learning as well as strengthening the teaching and learning process (Fahm et al, 2022).…”

“…Almajiri is a method of Islamic education that is implemented in northern Nigeria. This educational system is an integration of western education with the traditional Quranic School system that aims at strengthening the ability of the learners to read, write, and memorise the Qur'an in a conducive learning environment (Fahm et al, 2022). The study from Lukman (2020) and Kabir (2021) had found out that ICT and digitalization of the Qur'anic references plays a greater role as sources of knowledge as opposed to the traditional function of libraries or paper-based printed publications.…”

“…The hadith said: ‫حسنا‬ ‫القرءان‬ ‫يزيد‬ ‫الحسن‬ ‫ّوت‬ ‫الص‬ ‫فإنّ‬ ‫بأصواتكم‬ ‫القرءان‬ ‫ّنوا‬ ‫حس‬ Meaning: Beautifying the Qur'ān' reading with your voice, indeed the beautiful voice would only enhance the beauty of the readings. Nowadays, Information and Communication Technology (ICT) are becoming vital in our daily lives (Fahm et al, 2022). In the educational environment today, teachers and education practitioners from various field and background are thrilled when it comes to using technology and ICT to deliver the knowledge and increase students' understanding (Lawrence, 2021).…”

Uso de las TIC y su repercusión en el aprendizaje significativo

“…(Button et al, 2014;Chiou et al, 2017;Zarei y Mohammadi, 2022). Cabe precisar que en la actualidad este aspecto es trascendental, pues permite utilizar diferentes herramientas tecnológicas que facilitan el aprendizaje de los estudiantes mediante la interacción con las plataformas digitales, donde se comparten experiencias distintas debido a los diversos contextos socioculturales que facilitan la búsqueda e interiorización de nuevos conocimientos, sin embargo, la conectividad según el contexto es deficiente (Fahm et al, 2022;Iskrenovic-Momcilovic y Momcilovic, 2021).…”

Examining the Integration of ICT into Teaching and Learning: A Study of Colleges of Education in the Volta Region

“…The main obstacles to the successful deployment of new technologies in Nigeria have been identified as unequal access to technology, poor internet connectivity, energy-related issues, and a lack of competence and e-Learning (Fahm et al, 2022). Similarly, Waweru and Kihara's (2013) study on the factors that challenge the adoption and utilization of ICT in public higher learning institutions in Kenya observes that the lack of ICT infrastructure due to lack of funds emerges as the main setback in the adoption of ICT in HLIs.…”