A keynote Paper Presented by Prof. Amosa Isiaka GAMBARI at AMIS Conference, Minna , Nigeria

1. A KEYNOTE PAPER PRESENTED AT THE
PERISCOPING THE FUTURE OF EDUCATIONFOR OVERALLDEVELOPMENT OF THE
NATION
2021 Biennial Conference and AGM of Association
of Model Islamic Schools in Nigeria
Prof. GAMBARI, Amosa Isiaka
Dean, School of Science & Technology Education
Federal University of Technology, Minna

2. 2
PRESENTATION OUTLINE
Protocol
Introduction
Twenty-first Century Education
ICT as a Vehicle for Future Education and National Development
Technology Integration in the 21st Century Education
Benefits of Technology and Problems associated with its Integration
The Roles of Education in Nation Building
Conclusion
Recommendations 2

3. PROTOCOL
The Chairman of the Occasion
The President of Association of Model Islamic Schools in Nigeria
The Lead Paper Presenters
The LOC Chairman
The LOC Secretary
The Invited Guest
The Participants
Gentlemen of the Press
Ladies and Gentlemen

4. 4
PERISCOPING THE FUTURE OF EDUCATIONFOR OVERALLDEVELOPMENT OF THE
NATION

5. 5
What can you say about this pictures?
2019
In just 10 years cameraman & pilot both just lost
their jobs
2009

6. 6
In just 50 years Peugeot has transformed from
Manual to Automatic car

7. 7
What is the big question?
How Prepared are we for the future of education in
this century and beyond?

8. FUTURE OF EDUCATION IN THE 21ST
CENTURY AND BEYOND
8

9. INTRODUCTION
Education
Education in the 21st century is beyond inculcating knowledge
in students but involves actualizing the skills required to
survive and bring about changes in modern society.
Technology
Technology as a product is defined any device which enables
its user to engage in activities which otherwise could have
been difficult to achieve. As a process, is referred to as the
systematic application of scientific knowledge to achieve
educational goals.

10. Twenty-first Century Education
The Duration of 21st Century
10
Began on January 1, 2001, and will
end on December 31, 2100.
It is Information and Technology
generation.
The education is technologically
driven

11. 21st Century Education
👫🎓Educational structure
Traditional structure to Digital environment,
Conventional qualification systems changed to NRVQ
🌈Learning environments
Brick & mortar classrooms to online/ virtual classes
Teaching approaches
Teacher-centred to learner-centred approach
📝👥Learning approaches
Individualised learning to Collaborative learning 11

12. Education in the 21st Century
📚Content
Content-based to outcome-based
🎦Delivery Technology
Blackboard – Whiteboard – Smartboard – No Board (Mobile devices)
📱Learning devices
From lecture note to mobile devices for e-sharing using
Social networking, Blue tooth, Flash sharing, Emailing,
Google hang out, Google drive, Drop Box, etc.
✅🎯Assessment processes
From P-and-P to Computer-Based Assessments;
From Product Assessments to Process & Product Assessments 12

13. Generations Timeline
Silent Generation Born before 1946 (75 years
old and above)
Baby Boomers generation
(Digital Immigrants)
1946 and 1964
(between 57-74 years old)
Generation X”
(Digital Immigrants)
1965-1980
(between 42-56 years old)
Net Generation
(Digital natives)
Born after 1980
(41 years and below)
Generations Within 21st Century

14. 14

15. 21st Century Skills
These are the skills required by individual to stay competitive in a dynamic global job market
15

16. Employers’ ranking of skills required for employment
SKILLS MEAN RANK
Skills 4.69 1
Communication (verbal & written) 4.59 2
Honesty/Integrity 4.54 3
Teamwork skills 4.50 4
Interpersonal skills 4.46 5
Strong work ethics 4.42 6
Motivation and initiative 4.41 7
Flexibility/adaptability 4.36 8
Analytical skills 4.21 9
Computer skills 4.05 10
Organisational skills 4.00 11
Detail-oriented 3.97 12
Leadership skills 3.95 13
Self-confidence 3.85 14
Friendly/outgoing personality 3.82 15
Well-mannered / polite 3.75 16
Tactfulness 3.68 17
GPA (3.0 or better) 3.59 18
Creativity 3.25 19
Sense of humour 3.23 20
Entrepreneurial skills/risk-taker 3.23 20
16

17. 17

18. ICT AS A VEHICLE FOR FUTURE
EDUCATION AND NATIONAL
DEVELOPMENT
18

19. Information and communication technology (ICT)
19
ICT as product referred to a set of activities facilitated by
electronic means: the capturing, storage, processing,
transmission, and display of information (Curtin, 2002)
ICT as a product covers the hardware and software, the
network, and several other devices that convert information
into digital form (Moursund & Bilefeldt, 1999).
The use of ICT can help students to develop the skills and
competencies needed for the current globalization, boosts
their motivation and widen their knowledge and
information (Hussain et al., 2011)

20. Figure 1: ICT Tools Adapted for Teaching and Learning 20
ICT
Games
Computers
Desktops
Networks
Satellite
images
Moderns
E-book
readers
MP3
players
Mobile
phones
Email
Printers
Instant
messaging
Camera
phones
Scanners
Voice over
internet
protocol
Flash
drives
Radio
Television
Sensors
CDs
DVDs
Video
conferencing
GPs
Data
projectors
Interactive
whiteboards
Memory
cards
Camcorders
Digital
cameras
Personal
digital
assistants
States
Routers
Tablets
Wi-Fi
Laptops Notebooks
Notebooks
Internet
Hard disk
drives

21. TECHNOLOGIES FOR INSTRUCTIONAL
DELIVERY IN THE 21ST CENTURY
21

22. •Teaching strategies
•Access to online electronics resources;
•Available in different formats
•Mobile learning environment
•Virtual learning environment (VL+AR=MR)
•Continuous professional development
•Global and regional online communities
Technologies for Teaching
22
Christopher Pappas (2013) discovered
321 Free Technological Tools for Teachers

23. • Learning strategies
• Access to online learning
• Improves engagement
• Enhance knowledge retention
• Encourages pace/individualized
• Promotes collaboration
• Motivates students to learn
• Promotes students’ learning styles
• Actualisation of 21st-century skills
Technologies for Learning
23
Jane Hart (2016) discovered Top 200 Tools
for Learning

24. •Assessment strategies
•E-assessment, Online assessment
•Assessment formats
•Assessment tools (Authoring, Sharing
tools, etc )
•Assessment of wider range of skills
•Assessment management (grading
software, plagiarism detection software,
etc)
Technologies for Assessment
Kathy (2019) discovered 75 digital tools to support
assessment in the classroom

25. 25

26. TEACHERS’ ROLES IN TECHNOLOGICAL
DRIVEN EDUCATION
26

27. …Paradigm shift in Education
Old Paradigm New Paradigm
Teacher-centered instruction Learner-centered
Single sense stimulation Multi-sensory stimulation
Single path progression Multi-path progression
Single Medium Multimedia
Isolated work Collaborative work
27

28. …Paradigm shift in Education
Old Paradigm New Paradigm
Information delivery Information exchange
Passive, receptive learning Active, inquiry-based learning
Factual, knowledge-based Critical thinking informed
decision making
Reactive response Proactive, planned response
Isolated, artificial context Authentic, real-world context
28

29. …Paradigm shift in Education
29
1960 2019

30. 30

31. Competencies required of 21st Century Teachers
It’s not that we use
technology, we live
technology (Godfrey
Reggios)
31

32. Technology Integration in the 21st Century
Education
ICT
Integration
Policy
Implementation
Practices
32
Technology integration is the incorporation of digital resources and processes
into the daily practices of schools.
Components of Technology Integration
Policy provides sound basis for
assessment and evaluation at:
 Macro level
 Meso level
 Micro level

33. Government Policies on ICT Development in Nigeria
(i) Launching of the National Policy on Computer Literacy at Primary,
Secondary and Tertiary levels of education in 1988
(ii) Launching of the National Telecommunications Policy (2000)
(iii) Development of a comprehensive Science and Technology Policy
(2001)
(iv) Launching of the National Information Technology Policy (2001)
(v) Establishment of the NITDA (2001)
33

34. Government Policies on ICT Development in Nigeria
(vi) Launching of the NASRDA (2001).
(vii) Development of the National Infrastructure Backbone (NIB)
(viii) Development and launching of the Mobile Internet Units for
schools in remote areas.
(ix) Establishment of Rural Internet Resource Centres (RIRC) in
the six geo-political zones
34

35. Menchaca and Bekele (2008 ), adapted by Yusuf (2013)
Success Factors in Technology Integration
ICT Success Indices
 Pedagogical Outcomes
 Learning Outcomes
 Stakeholders’ Satisfaction
 Sustainability
 Scalability
Human Factors
 Stakeholders’ ICT
Competency
 Stakeholders’ Need
Assessment
 Stakeholders’ Perception
 Stakeholders’ Attitude
 Cultural Issues Related to
Change Management
 Stakeholders’ Time
Technology Factors
 Access
 Facilities
 Asynchronous
 Synchronous
 System Configuration
 Users’ Friendliness
Course/Programme
Factors
 Clear Goals and
Expectations
 Structure/ Organization/
Structure
 Quality
 Activities/ Project/ Portfolio
 Relevance
 Motivating
 Challenging
Pedagogical Factors
 Learner Centered
 Learning Method
 Design and Development
Process
 Flexible Environment
 Interaction Elements
Leadership Factors
 Policy Development/
Monitoring, Evaluation (Macro,
Meso and Micro levels)
 ICT Provision
 Stakeholders’ Training/
Professional Development
35

36. BENEFITS OF TECHNOLOGY FOR FUTURE
EDUCATION AND NATIONAL
DEVELOPMENT
36

37. Benefits to Teachers
• provides tools for teachers to be more productive,
• helps them in using multi-instructional strategies,
• eases stress and reduce their work load,
• provides avenue to be continually trained on the job as
professionals,
• assists them to learn along with the students who are
digital natives,
• helps them to facilitate learning,
• reduces mundane routine and create room for efficiency
37

38. Benefits to Students
• makes students to take ownership and control of their
learning time, pace, content,
• makes them actively responsible for their learning,
• ensures availability and accessibility of quality
resources economically,
• aids effective collaboration, enables dynamic media to
be more readily exploited
• It will make for the development of high-order skills
through problem solving activities
38

39. Benefits to School Administrators
• It ensures availability of resources at affordable cost,
eases record keep through the use of databases,
• It ensures prompt retrieval of information for decision
making,
• It ensures multiplicity of services provided.
• It makes school and home connection feasibly, and
eases the monitoring of wards’ progress.
• With TI, educational issues could be technologically
handled, difficult routine tasks become easy,
• instructional materials can be easily developed and
delivered in varying contexts to learners,
• student and programme assessment and evaluation
become easier, cheaper and faster.
39

40. TECHNOLOGY INTEGRATION FOR
ENHANCING ACADEMIC EXCELLENCE
40

41. Technology Integration in Schools
 Virtual Laboratory,
Computer Simulation,
Edutainment Instructional Package,
Flipped Classroom,
Mobile Learning Application,
Gamification,
Electronics Response System,
Computer-Assisted Instructional Package,
among others.
41

42. Virtual Laboratory
Problem: Lack of adequate laboratory facilities, and
laboratory equipment responsible for
unsatisfactory performance in some science
subjects in Nigeria.
Findings: The findings revealed that virtual
laboratory improved chemistry and Physics
students' performance better by 98% and 97%
respectively compared to conventional practical
approach.
Solution: Gambari et al. (2012), and Gambari et al.
(2018) developed the virtual laboratory for
teaching secondary school Chemistry and Physics
students in Niger State (Qualitative_Analysis.exe) 98.52
68.34
97.02
69.29
0
20
40
60
80
100
120
CVL CPL PVL PVL
CVL CPL PVL PVL
42

43. Computer Simulation
Problem: Many biological concepts are abstract in nature,
difficult for teachers to teach and difficult for students to
understand therefore resulting in poor academic performance
performance in both internal and external examinations.
Solution: Gambari et al. (2013a) and Gambari and Ikusanu
(2014) developed computer simulation instructional package
for teaching digestive system and Mechanics concepts in
Biology and Physics at senior secondary school level in Nigeria.
(Simulation of Digestive System)
Findings: Students taught with computer simulation performed
better than their counterparts taught with the conventional
teaching method with a marginal difference of 95.7% in Biology
and 91.4% in Physics compared to traditional method of teaching.
95.7
65.84
91.04
63.97
0
20
40
60
80
100
120
CSIP Bio CTM Bio. CSIP Phy. CTM Phy
CSIP Bio CTM Bio. CSIP Phy. CTM Phy
43

44. Edutainment Instructional Package
Problem: The love of music, Nollywood movies, sports and
other forms of entertainment have negative effect on the
academic performance of students (Fenta & Kelkay, 2018).
Solution: Nwokocha and Gambari (2020) and Saliu and
Gambari (2020) developed an edutainment instructional
package for teaching Biology and Economics in collaborative
environments at senior secondary schools in Abuja, and Niger
state
Findings: Students exposed to edutainment in collaborative
learning settings performed 90.91% better than their
counterparts. Similarly, students taught with video-based
edutainment software were 98.06% better than their
counterparts in conventional teaching classes.
90.91
71.45
98.06
68.98
0
20
40
60
80
100
120
Edutmt Bio CTM Bio Edtmt Econs CTM Econs
Edutmt Bio CTM Bio Edtmt Econs CTM Econs
44

45. Flipped Classroom
Problem: Teaching in the Nigerian classroom is mostly by
teacher-centered approach, which invariably led to passive
learning, boredom, and poor performance.
Solution: Gambari et al. (2016a), Abolarinwa and Gambari
(2021), and Gambari et al. (2021d) developed flipped
classroom for teaching Mammalian Skeletal System concept
in Biology, Optics concept in Physics, and Oral-English
language in collaborative learning environment at Secondary
Schools in Nigeria.
Findings: Students taught using flipped classroom performed
better than their counterparts in conventional teaching
classes with wide margin of 91.83%, 97.97% and 98.08%
respectively in each subject.
91.83
64.89
97.97
70.08
0
20
40
60
80
100
120
FCIP Bio CTM Bio FCIP Phy CTM Phy FCIP Oral-
Eng
CTM
Oral-Eng.
FCIP Bio CTM Bio FCIP Phy
CTM Phy FCIP Oral-Eng CTM Oral-Eng.
45

46. Mobile Learning Application
Problem: Mobile devices especially Smartphone is a
distraction and has been frustrating intellectual
scholarship, especially in developing nations. (wrong use
use of phone 1)
Solution: Owolabi and Gambari (2017) and Gambari et al.
(2021f) developed Mobile Application for teaching Biology
Pre-service Teachers at Colleges of Education and also for
teaching Computer Science at Polytechnics.
Findings: The use of mobile application to augment
classroom instruction provides a huge difference of 96.3%
and 92.8% against those taught with lecture method alone.
96.37
63.85
92.80
67.01
0
20
40
60
80
100
120
Mapp CPS LM Bio Mapp CPS LM CPS
Mapp CPS LM Bio Mapp CPS LM CPS
46

47. Gamification
Problem: Nigerian students are not physically and
mentally engaged in learning process because of the non-
non-use of digital technologies that promote engagement,
engagement, social interaction, active participation and
immediate feedback.
Solution: Ajanaku and Gambari (2019), Gambari and
Nwokocha (2021) developed Gamification Instructional
Software Packages on Genetic and Ecology concepts in
Biology for senior secondary school students in Nigeria.
Findings: Students exposed to Gamification Instructional
Software Packages in both studies performed 97.02% and
98.89% better respectively than those taught with the
conventional teaching method.

48. Electronic Response System
Problem: Overpopulation and overcrowding in Nigerian
classrooms in all public schools are responsible for poor
participation, poor classroom management, low interaction
and collaboration among students and teachers in higher
institutions.
Solution:, Gambari et al. (2021c) developed and assessed a
mobile electronics response system (MERS) for teaching
Computer Science in Colleges of Education in South-West
Nigeria.
Finding: Pre-service teachers exposed to MERS in a
collaborative environment performed better with 84.8% than
those in the individualized learning group with 67%.
48

49. Computer Assisted Instruction (CAI)
Problem: The ability of students to learn and progress at their
own pace, work individually or cooperatively to solve a problem,
problem, and receive immediate feedback could not be obtained
obtained in the conventional classroom environment.
Solution: Yusuf and Gambari (2012), Gambari et al. (2013b),
Gambari and Yusuf (2013c), Gambari and Yusuf (2014) and
Gambari et al. (2014f) developed CAI software packages for
teaching physics, geometry, algebra concepts in the senior
secondary schools. In each of the studies, students performed
excellently well (lesson7).
Findings: Students taught using CAI software packages
performed exceptionally and excellently better than those
taught using conventional method of teaching

50. Educational Variables
Teaching Methods Learning Retention Gender Inequality
Ability Levels Attitude Motivation
50

51. Influence of Technology towards Teaching Methods
Problem: One of the major causes of students poor performance,
especially in science, is poor instructional methods and inadequate
inadequate technology integration into classroom instruction.
Solution: In Educational Technology, several studies have been
conducted on technology integration to improve teaching methods
and students' academic performance.
Findings: Technology integration improved teaching strategies and
enhanced students performance.
51

52. Influence of Technology on Students' Knowledge Retention
Problem: Lack of motivation, lack of desire to learn, inability to
comprehend content, and too much of mental tension are the
major causes of deficiency in learning retention among secondary
secondary school students in Nigeria.
Solution: Gambari and Zubairu (2008) and Gambari et al. (2014d)
determined the impact of video-based instructional packages on
students’ achievement and retention in primary science and
Biology among primary school pupils and secondary school
students in Niger state.
Findings: Technology integration improved students’ learning
retention irrespective of the subjects.
52

53. Influence of Technology on Male and Female Students’
Performance
Problem: Literature support that male students always
performed better than their female in science subjects.
Solution: Gambari et al. (2017b), Babatunde and Gambari
(2021), Saliu and Gambari (2021) investigated the influence of
gender on Chemistry, Computer Science, and Economics
students using VL, ERS and Edutainment respectively.
Findings: Technology integration enhanced the performance of
male and female students.
53

54. Influence of Technology on Students’ Ability Levels
Problem: Studies on ability levels revealed that high ability
students performed better than medium and lower ability level
students.
Solution: Gambari et al (2013e), Gambari et al. (2014), Gambari et
al. (2016d), and Hussaini and Gambari (2017) determined the
efficacy of VBCLS, CBMI, CBCS, CAIP on high, medium and low
ability level students in Chem., Phy and Mathematics.
Findings: High, medium and low ability exposed to instructional
software packages performed better and achieved similar
results irrespective of subjects in collaborative learning
environments.
54

55. Impact of technology on Students’ Attitude to
Learning
Problem: Studies have revealed that students' attitude
towards the methods of instructional delivery influenced their
their academic performance.
Solution: Gambari and Yusuf (2013a), Gambari et al. (2013f),
Gambari et al. (2016f) and Gambari and Yusuf (2017)
determined the effects of CS-TAI strategy, virtual laboratory,
computer-self Instructional software package on the
achievement and attitude of sec. sch. students in Physics,
Physics practical, and Mathematics.
Findings: Findings revealed that technology integration
positively influenced students' attitude to learning and also
improved students' academic performance.
55

56. Influence of Technology on Students’ Motivation
Problem: Motivation to learn is a predictor of academic
success. Lack of students intrinsic and extrinsic motivation is a
is a factor to poor academic performance of students
irrespective of subjects.
Solution: Gambari et al. (2015b), Gambari et al. (2016e) and
Nwokocha and Gambari (2021) determined the effects of
CACLS, CAI, ESP on Students in Chemistry, Biology and
Physic's Intrinsic and Extrinsic Motivation.
Findings: Students were intrinsically and extrinsically
motivated when technology was used to motivate them to
learn.

57. 57

58. Problems Associated With Technology Integration in
Nigeria
1. Poor Internet Services
2. Poor Electricity supply
3. Inadequate locally produced software
4. Poor economy and its effects
5. High cost of ICT facilities
6. Shortage of ICT experts
7. Teacher factor (Reluctant to change)
8. Outdated curriculum
9. Instability of technology
10. Lack of maintenance culture
(Yusuf, 2013; Vikoo, 2019) 58

59. Where there is the Will…
59

60. The Vision (Height a Barrier, yet Focused)
60

61. Improvisation (No Matter the Environment, I Must Enjoy my Game)
61

62. 62

63. Determination (Disability is not an Excuse)
63

64. 64

65. 65
FUTURE DIRECTION OF TECHNOLOGY
INTEGRATION IN EDUCATION
65

66. Technologies that will Shape the Future of Education
1. Virtual Reality (VR),
2. Augmented Reality (AR),
3. Mixed Reality (MR)
4. Bring Your Owned Device (BOYD),
5. Cloud Computing,
6. Internet of Things (IoT),
7. Hologram,
8. Biometrics,
9. Artificial Intelligence
10. Advanced Robotics,
11. Nanotechnology,
12. Open Educational Resources,
13. MOOCs,
14. Voice platform, etc
66

67. 67
Roles of Education in Nation Development
67

68. Roles of education in nation development
1. Increasing production: Education helps in increasing production
by equipping men and women with the latest knowledge of science
science and technology
2. Development of Talents and Skills
• The key to the development of nation lies in cultivation of talents
talents and skills.
3. Development of Human Resources
• Human resource development is essentially a key indicator of
socio-economic development of a country and the quality of life of
of its people
68

69. Cont…
4. Development of Individual Personality
• Education aims at all round development of individual personality
personality in all its manifestations — physical, mental, social,
emotional, moral, spiritual and aesthetic.
5. Promotion of Social and National Integration
• Social cohesion is a stepping-stone to achieve national integration
integration which in turn helps in the process of national
development.
6. Developing Democratic Values
• Fostering democratic values like co-operation, mutual
understanding, freedom, equality, justice, mutual help, sharing of
of experiences, shouldering of responsibility, taking leadership etc.
etc. is essential for the progress and development of a nation.
69

70. Cont…
7. Developing Secular Outlook
• Fostering secular outlook is essential for the development of a
nation. This can be achieved by Provision of instruction in moral,
moral, spiritual and social values.
8. Promotion of International Understanding
• For the national development, international collaboration and
understanding is of crucial importance
9. Synthesizing Cultural and Scientific Values:
• Education brings a synthesis between cultural and scientific values
values which is essential for development of a nation. The
blending of cultural values with that of scientific values paves the
the way for national development.
70

71. 71
CONCLUSION
71

72. Conclusion
1. Technology determines the future of education, therefore, acquiring
21st century skills is a necessity for Nigerians to achieve global job
mobility and national development.
2. Our education can solve no problems if technologies meant to support
innovative teaching and learning are not available at all levels of
education.
3. There are many challenges and difficulties in integrating Technology into
education. We must overcome these challenges to achieve national
development
4. Technology influences students’ learning in many areas; performance,
knowledge retention, ability levels, gender equality, learner attitude, and
motivation.
5. Integrating Technology into education is the means to actualize the 21st
century skills that will make Nigeria become relevant in global market
and promote our national development.
6. The outbreak of Covid-19 pandemic has necessitated the need to pay
more attention to digital technology in schools in order to catch up with
developed nations.
72

73. 73
RECOMMENDATIONS
73

74. Recommendations
1. Teachers should be encouraged to adopt
technologies into their instructional process..
2. There is an urgent need to restructure the existing
curriculum at all school levels to reflect 21st century skills
and global best practices.
3. Government and NGOs should procure and deploy
adequate ICT facilities in schools in order to academically
compete favourably in the global market.

75. Recommendations
4. Federal Government should remove tax on importation of
digital technology devices for education sector.
5. Government should provide adequate funding, technical
support for planning, implementation of modern
technologies in education.
6. Students should be guided on the positive use of mobile
technology devices to promote effective learning.
75

76. 76
FOR LISTENINING 76