1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
Read more about Technology in Delivering Inclusive Teaching and Learning
Benefits and limitations of technologies used in areas of specialism
Using technologies to enhance teaching and meet individual needs
You can also read more about it on -- https://eln.co.uk/blog/promoting-ict-skills-classrooms
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
This study assessed Information Communication Technology (ICT)integration in four state Colleges
of Education in North Western, Nigeria. The study focuses on three criteria of technology adoption: availability,
utilization and integration. This becomes imperative given that the prospective teachers the colleges produce
will operate in school systems and with students that were influenced by global trends in information explosion.
Also, like most educational innovations, the use of ICT in schools should satisfy the key demands of availability
and accessibility to learners who demand its effective utilization, and, above all, integration into all facets of
curricular and pedagogical practices. The study used the cross-sectional survey design since it aims at a
description and evaluation of existing characteristics of a large population of respondents, by concurrently
studying different samples drawn from the population. Data werecollated using questionnaires administered on
lecturers and computer laboratory technicians of the selected Colleges. The data was analyzed using
percentages and means. The major finding of the study is that ICT presence in these colleges was still
peripheral due to lack of access to internet connectivity. It was therefore recommended that the schools should
expand their ICT capability, the students be given proper orientation and training on the uses and benefits of
ICT and that ICT integration must begin from the teacher training curriculum of the institutions.
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
This study explored the main barriers to effective integration of Information and Communication Technology (ICT) in Harare Secondary School Education. Data were collected using close ended questionnaires. Participatory research was also carried out to familiarize with the changes happening in secondary schools with respect to integration of ICT in education and to find out the challenges being faced. Data were analyzed using the Statistical Package for Social Scientists (SPSS). The results showed that although teachers are aware of the benefits of using ICTs in education there was still limited use of this pedagogy in classrooms as teachers were facing a number of challenges which acted as barriers to the successful implementation of ICT in education. These include lack of a clear sense of direction on how to use ICT to enhance the learning of students, inadequate resources and support as well as lack of the required technological skills among the teachers. The study recommends that effective planning to counter these barriers before implementation would greatly increase the effectiveness of ICT integration in secondary schools.
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...Editor IJCATR
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
Read more about Technology in Delivering Inclusive Teaching and Learning
Benefits and limitations of technologies used in areas of specialism
Using technologies to enhance teaching and meet individual needs
You can also read more about it on -- https://eln.co.uk/blog/promoting-ict-skills-classrooms
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
This study assessed Information Communication Technology (ICT)integration in four state Colleges
of Education in North Western, Nigeria. The study focuses on three criteria of technology adoption: availability,
utilization and integration. This becomes imperative given that the prospective teachers the colleges produce
will operate in school systems and with students that were influenced by global trends in information explosion.
Also, like most educational innovations, the use of ICT in schools should satisfy the key demands of availability
and accessibility to learners who demand its effective utilization, and, above all, integration into all facets of
curricular and pedagogical practices. The study used the cross-sectional survey design since it aims at a
description and evaluation of existing characteristics of a large population of respondents, by concurrently
studying different samples drawn from the population. Data werecollated using questionnaires administered on
lecturers and computer laboratory technicians of the selected Colleges. The data was analyzed using
percentages and means. The major finding of the study is that ICT presence in these colleges was still
peripheral due to lack of access to internet connectivity. It was therefore recommended that the schools should
expand their ICT capability, the students be given proper orientation and training on the uses and benefits of
ICT and that ICT integration must begin from the teacher training curriculum of the institutions.
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
This study explored the main barriers to effective integration of Information and Communication Technology (ICT) in Harare Secondary School Education. Data were collected using close ended questionnaires. Participatory research was also carried out to familiarize with the changes happening in secondary schools with respect to integration of ICT in education and to find out the challenges being faced. Data were analyzed using the Statistical Package for Social Scientists (SPSS). The results showed that although teachers are aware of the benefits of using ICTs in education there was still limited use of this pedagogy in classrooms as teachers were facing a number of challenges which acted as barriers to the successful implementation of ICT in education. These include lack of a clear sense of direction on how to use ICT to enhance the learning of students, inadequate resources and support as well as lack of the required technological skills among the teachers. The study recommends that effective planning to counter these barriers before implementation would greatly increase the effectiveness of ICT integration in secondary schools.
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...Editor IJCATR
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
Integrating Ict Software in the Teaching of Accounting in Tertiary Institutio...inventionjournals
The purpose of this study was to ascertain the extent to which Accounting lecturers use ICT in the teaching of Accounting in tertiary institutions in Rivers State. Three research questions were used to obtain relevant responses needed for the study; accordingly, three hypotheses were also formulated. The research design was the descriptive survey design and the sample size was seventy (70) Accounting lecturers that exist in the five tertiary institutions used for the study. The instrument used was Information and Communication Technology Teaching Accounting of Accounting Questionnaire (ICTTAAQ) made up of three major parts; A: Demographics; B (three sections) addressing relevant research questions. The ICTTAAQ met both validity and reliability criteria. The study revealed among other things that Accounting lecturers do not make enough use of Accounting software in the teaching of Accounting. Consequently, the three research hypotheses that guided the study were also rejected. The study recommended that based on the role ICT and Accounting software in the improvement of teaching of Accounting, Management of tertiary institutions should provide ICT tools and accounting libraries, and where they are available, Accounting lecturers should utilize them properly to enhance professional competence.
Comparative review on information and communication technology issues in educ...riyaniaes
The use of information and communication technology is very beneficial in the education sector because it can enhance the quality of education. However, the implementation of ICT in the education sector of developed and developing countries is a challenging task. This paper explains the comparative study of ICT issues in the education sector of developed and developing countries. In particular, we compare issues between Pakistan and high-tech countries. Our study reveals the fact that the education sector is facing numerous ICT problems that are based on culture, finance, management, infrastructure, lack of training, lack of equipment, teacher’s refusal, and ethical issues. At the end of this paper, various issues faced by the implementation of ICT in the education sector of Pakistan have been categorized into various types, namely, infrastructure, lack of IT professionals, lack of high-speed internet and equipment. Our research is based on five key research questions related to ICT issues. We used a mixed approach where the results of this study can be used as a set of guidelines to help make the learning environment technology-oriented, fast, planned, and productive. Future directions are also given at the end of this paper.
The research paper discussed ICT impact on schools, through discussing its impact on teachers and students, and their general attitudes towards use of ICT in their classroom and as a medium of teaching and learning. The majority of the research indicated that the use of ICT was fruitful; its implementation raised the motivation of the students towards learning through breaking the conventional methods of teaching. Moreover, some of the studies showed that the student's rates of success, and that their participation improved, in addition to advancement in their computer skills and most importantly, their achievement. The use of ICT in schools is challenging and requires careful planning since the new generations have advanced skills in most of the new technological innovations, which threatens the educational process through using the ICT provided at schools for purposes beyond learning and teaching.
Challenges in the Adoption and Utilization of Information and Communication...World-Academic Journal
The study sought to determine the challenges that influence adoption and utilization of Information and Communication Technology in public secondary schools in Kenya. The study adopted a descripto-explanatory research design covering a stratified sample of 84 respondents drawn from 30 public secondary schools in Molo Sub-County. Data was collected by use of questionnaires and was later analyzed using descriptive and inferential statistical analysis tools. According to the study findings, financial limitations (91.1%) was found to be the most important factor influencing ICT adoption and utilization with a correlation coefficient of 0.53 at 0.000 significance level. The study recommends that, the Government should allocate specific budget for ICT Integration in schools, initiate liberalization of telecommunications policies, lower taxes as well as encourage multi-partnership that involves donors, private companies (usually ICT based), NGOs and religious bodies to work together to garner resources and set priorities for ICT in education projects.
Utilization of digital technology tools for instructional delivery in Federal...Dele-Abimbola Ojeniyi
Digital technology is an important tool of the 21st century and has consequently brought significant changes to the mode of teaching and instructional delivery in tertiary education institutions. This research aims at investigating the utilisation of digital technology tools for instructional delivery in Federal College of Education, Abeokuta (FCEAB) in Ogun State, Nigeria. One hundred academic staff of the FCEAB were randomly selected for this study, self structured questionnaire was used for data collection and data collected were analyzed using descriptive statistics of frequency count and percentages. The research revealed that the most available digital technology tools for teaching were Laptop computers, Projectors and Smartboards but despite the availability, they were not optimally utilized as a result of identified barriers, which includes unavailability of regular electrical power supply and limited digital literacy skills among academic staff. This research recommends the use of digital technology tools be encouraged and supported by the authority of the institution; continuous training of lecturers on the use of emerging digital technology tools be promoted, also the problem of epileptic power supply being experienced in Nigerian tertiary education institutions be critically looked into with the aim of solving it.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Ict competence among academic staff in universities
1. www.ccsenet.org/cis Computer and Information Science Vol. 3, No. 4; November 2010
Published by Canadian Center of Science and Education 109
ICT Competence among Academic Staff in Universities in Cross
Rivers State, Nigeria
Ijeoma Aniedi Archibong (Correspondent author)
Faculty of Education, Cross River University of Technology, Calabar, Nigeria
Box 368 H.E.P.O, State Housing Estate Calabar, Cross River State, Nigeria
Tel: 234-706-854-8508 E-mail: anije1997@yahoo.com
Joseph E. Ogbiji
Faculty of Education, Cross River University of Technology, Calabar, Nigeria
Box 368 H.E.P.O, State Housing Estate Calabar, Cross River State, Nigeria
Tel: 234-806-485-4436 E-mail: joeogbiji@yahoo.com
Franca Anijaobi-Idem
Faculty of Education, University of Calabar, Nigeria
Box 368 H.E.P.O, State Housing Estate Calabar, Cross River State, Nigeria
Tel: 234-803-654-3636 E-mail: francaanijah@yahoo.com
Abstract
The survey research design was adopted in this study which examined ICT competence and challenges to ICT
usage among academic staff. Six research questions were posed to guide the study and a questionnaire was
developed, validated and used for data collection from a sample size of 300 academic staff. The collected data
were analysed using descriptive statistics (percentages). The results show that majority of the academic staff
funded their ICT training; high number of them have laptops; access to internet was mainly at public cyber café;
majority (53.3%) rated their ICT competence as low. Inadequate ICT facilities, excess work load and funding
were identified as major challenges to ICT usage among academic staff. Recommendations made include
funding of ICT training of academic staff by the university management and making ICT training mandatory for
all academic staff.
Keywords: ICT competence, Academic staff, Usage, Training, Challenges
1. Introduction
Teachers play a crucial role in the development, adoption and Implementation of any educational curriculum or
innovation. This role becomes even more critical in adoption and integration of information and communication
technology (ICT) into the education programme of a country. It has been discovered that knowledge of (ICT)
usage improves human capacity in every field of human endeavour, including business transaction, industrial
operations, educational programmes and activities and life in general. Radloff (2001) highlights the opportunities
that ICT presents for enhancing the quality of teaching and learning to include:
Providing encouragement for staff and students to reflect on how they teach and learn.
Applying theory and research on learning and principles of good instruction to designing online
learning environments.
Making teaching (and learning) more visible and public.
Encouraging collaboration and team work among staff (and students).
Offering greater access to learning for more people.
Increasing the skills and status of university teachers.
Aware of the significance of ICT educational programmes, governments in the world have adopted several
measures to facilitate acquisition of ICT education by enhancement of education and training programme,
providing an enabling environment for the development of ICT, provision of incentives for computerisation and
automation and creation of venture capital (Pelgrum, and law 2003). Carlson and Gadio (2002) state that teacher
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training in the use of ICT is the best starting point in the ICT policy of a country because they are the key to
making learning happen. This according to them is so because teachers who succeed in making use of ICT in
their work process, do not only contribute to improved learning outcomes in their students, but may also benefit
personally from enhanced work productivity, reduced isolation and increased professional satisfaction. But in a
study of 26 education systems (Pelgrum and Anderson 1999), lack of ICT knowledge and skills by teachers was
perceived to be a major obstacle for attaining the schools ICT related goals, they equally found that there was a
serious lack of skills related to pedagogical ICT use, the most challenging being how to make use of ICT to
support and extend learning at the tertiary level of education. Developing teachers’ ICT skills is then imperative.
Competencies that need to be developed at the early stage of ICT adoption will include according to Pelgrum
and Law (2003) the training of teachers in the use of common office application programme, sending of e-mails,
making use of the internet, use of ICT in subject based teaching and class room practices. Production of
multimedia course materials, data analysis, e-library, video conferencing, networking and e-payments are other
areas of competencies that teachers need to develop.
2. Literature review
ICT development programme among staff of educational institutions especially at the tertiary educational level is
faced by number of obstacles. Prominent among them is the lack of training opportunities for staff. Pelgrum and
Anderson (1999) found out that training programme among academic staff is low. Acquiring ICT technical
know-how is just the first level, beyond which many training programmes do not go. Gülbahar (2008) in his
study found that although pre-service teachers are willing to use technology but this rarely occurred because of
the inadequacy of lessons to facilitate them with necessary skills to be technology competent teachers In a study
conducted by Banfi (1999), BECTA (2001), 40% of principals of secondary schools indicate lack of interest
among teachers in Czech Republic, Luxembourg, Lithuania and South Africa. Drain of trained teachers to better
paid ICT related jobs has been found to be a factor in both developed and developing countries (BECTA, 2001).
Computer anxiety and lack of confidence in the use of ICT by teacher in the classroom has been found to be a
problem both in U.K, U.S.A. and Australia (Rosen and Maguire, 1995). Juwah and Northcote (2002) in their
study found that the reasons adduced by staff for lack of relevant ICT skills include lack of time to attend staff
development activities as a result of other work commitments, previous bad experience in IT training and fear of
technology. In a study by Archibong and Effiom (2009), lack of interest, limited access to ICT facilities and lack
of training opportunities were among the obstacles to ICT usage among academic staff found.
On funding of ICT educational programme for staff, Pelgrum and Law (2003) suggest a collaborator approach
between the different levels of government and educational institutions. A study by Jegede (2009) revealed that
majority of the respondents who had undergone formal ICT training did so at personal expense and that even
where trainings were organised by schools’ authorities and computer centres, payments in many of the cases
have been from personal purses.
Integrating ICT culture into educational institution is a change which Ringle and Updegrove (1998) advised that
the approach should be carried out by incorporating the socio-economic and pragmatic or technical dimensions.
This is so because studies in the management of change and innovation (Fullam1993, 2001) have shown that the
process of change is a complex one. It involves not only changes in infrastructure and curriculum materials, but
more importantly of practice and belief (socio-economic). For a successful implementation of ICT programme in
schools, Pelgrum and Law (2003) have suggested the following strategies:
Provision of training on baseline technical skills for teachers and students.
Provision of good technology infrastructure including computer access and network connectivity
for teachers and students.
Challenging teacher education institutions to integrate ICT into their teacher education
programmes.
Establishment of centres for learning technology in teacher education institutions to support the
systematic integration of ICT for education purpose.
Stimulation, socialisation and funding of projects on ICT that will develop lifelong learning.
Engage university research centres in research integrated programmes on the use of ICT in
education.
Because lecturers’ possession of the requisite knowledge and competence is a necessary prerequisite to
achieving any ICT education programme of a nation, the authors of this paper deemed it necessary to determine
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the extent of competence academic staff in universities in Cross River State possess to cope with the
technological challenges.
3. Statement of the problem
ICT literacy among academic staff has been viewed as a prerequisite in adoption and integration of ICT in the
school system. It has however been observed that in universities in Cross River State, ICT usage among lecturers
in the teaching and learning situation is still very minimal. This informed the researchers’ decision to investigate
if this prevailing situation could be attributed to academic staff competence in ICT. This study aims at:
1) Determining the source of funding for staff ICT development programme.
2) Establishing what numbers of academic staff have personal computers or laptops.
3) Determining the main source of access to internet by academic staff.
4) Ascertaining how academic staff rate their ICT competency level
5) Investigating the competency level of academic staff in the use of ICT, and
6) Ascertaining the challenges to academic usage of ICT.
To achieve the stated objectives, the following research questions are posed:
1) What are the major sources of funding for academic staff ICT development programmes?
2) What numbers of academic staff possess personal computers/ laptops?
3) Where do academic staff have access to internet?
4) How do academic staff rate their ICT competency level?
5) What is the ICT competence level academic staff?
6) What are the challenges to ICT usage by academic staff?
4. Method
In consonance with the objectives of this study, the survey research design was utilised. The two universities
located in Cross River State namely the Cross River University of technology (CRUTECH) and the University
of Calabar (UNICAL) were utilised for the study. The target participants were all academic staff in both
institutions. In order to avoid being restricted to sampling academic staff in some faculties and leaving others out,
the researchers adopted accidental sampling technique so as to enable the researchers to purposively administer
the research instrument and have a good mix of academic staff in diverse discipline in the study.
The research instrument was administered to a total of 350 academic staff, only 300 were successfully completed
and returned, giving a return rate of 85.7%. Out of this number of academic staff, 120 were from CRUTECH
while 180 were from UNICAL. The 300 academic staff consisted of 112 females and 188 males. In terms of rank,
the sample comprised 40 Assistant lecturers, 76 lecturers 11, 56 Lecturers 1, 80 Senior lecturers, 24 Readers and
24 Professors.
The research instrument tagged ‘ICT Competence Questionnaire (ICOQ) comprised 4 sections. Section A sought
demographic information on gender, rank and institution. The 4 items in section B relating to source of funding
for staff ICT training, possession of laptop/computer, place of access to internet, and rating of ICT competence
required a ‘Yes’ or ‘No’ answer. Section C contained 14 items measured in a 4 point Likert-like scale ranging
from ‘Not competent to ‘Very competent’ measuring academic staff competence in using ICT for the purposes
indicated. Finally section D was open ended requiring academic staff to indicate 2 challenges/obstacles to their
ICT usage. The face validation for items in the research instrument was carried out by 2 academic staff that are
in the measurement and evaluation discipline. The internal consistency of the research instrument established
through the test- retest method using 30 academic staff that were not part of the study sample. This yielded a
correlation co-efficient of 0.72 for the entire instrument. Hence, the instrument was considered adequate and
significant to the objective of this study. The collected data were analysed using descriptive statistics
(percentages).
5. Results and discussion
For the purpose of ease of understanding, the results are presented and discussed following the sequence of the
research questions.
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5.1 Source of funding for ICT training
A look at Table 1 show that 268 (89.3%) of academic staff funded any form of ICT development training they
have undertaken. While only 32 (10.7%) academic staff have received assistance from the University in
ICT–related development training. This finding implies that institutional commitment to staff development in
ICT is very minimal as only 10.7% of the respondents have had institutional assistance in funding their ICT
development. This finding brings to bear the position of Carlson and Gadio (2002) that while teacher
professional development is woefully underfunded generally, the situation of training in technology is much
worse, as policy makers operating within budget constraints tend to give priority to hardware and software
acquisition. Their observation holds true for the two institutions used in this study as both have little or no effort
towards funding of training of academic staff in ICT.
5.2 Ownership of computers (desktop/laptop)
Results in Table 2 show that 208(69.3%) of the respondents have personal computers/laptop, while 92(30.7%)
did not. The high percentage of academic staff computers/laptops can be attributed to the fact that the Cross
River State government encouraged staff interest in ICT by allowing staff buy computers (desktop/laptop) and
pay by instalment over a period of two years. Again, CRUTECH received donations of laptops from some
organisations which have been distributed to heads of departments and examination officers. Besides, some
academic staff are beginning to see the need to own a personal computer.
5.3 Access to internet
With regards to access to internet the results show that 187(62.3%) of the respondents access internet at pubic
cyber café. This is followed by those that have private means 93(31%), while those that access internet at the
school are the least 20(6.7%). The high patronage of public cyber café to access internet by academic staff could
be explained by the non functionality of the cyber café in CRUTECH and the overcrowding of the cyber café by
students in UNICAL. It is however encouraging to note that some academic staff creating their own means of
access to the internet by buying the modem and air time from internet service providers.
5.4 Rating of ICT competence
The results in Table 4 show that only 20(6.7%) of the academic staff in this study rated their ICT competency
level as high. Those with moderate competency level were 120(40%), while the majority 160(53.3%) rated their
ICT competency level as low. This result is not encouraging as the combination of staff that rated their
competency level as high and moderate (46.7%) is still lower than those that were low ICT competency level.
With this result, the possibility of many academic staff utilising ICT in teaching and learning situation is greatly
restricted if non-existent.
5.5 level of ICT competence
The findings in Table 5 show that the combination of staff that indicated that they were either competent or very
competent in utilisation of ICT in all the indices measured was below fifty percent (50%). The highest areas of
competence indicated by academic staff were in usage of ICT for purposes of research 148 (49.3%); for e-mail
136 (45.3%) and for word processing 120 (40%). It is disheartening to that in this era of technology, academic
staff are still not competent in utilising ICT for common purposes such as e-library, data analysis, e-learning and
so on as the statistics in Table 5 reveal. Given this result, it can be said that the competency level of academic
staff in utilising ICT is still very low. With the lecturers rating low in utilising ICT, how can we expect to
encourage students in this direction? No wonder Carlson and Gadio (2002) posited that teacher training in the
use of ICT is the best starting point in ICT policy of a country because they are the key to making learning
happen.
5.6 Challenges to ICT usage
As can be seen in Table a wide array of challenges to ICT usage has been indicated by the academic staff. A
critical look at Table 6 however indicates that these the challenges can be summarised as follows:
Funding-related challenge: From the results, it seems that many academic staff are reluctant to use their
salaries for the purpose acquiring training in ICT. The other dimension is that there is little or no
sponsorship from the university as earlier revealed in the study, therefore making funding an issue the
acquisition of ICT knowledge among academic staff.
Facility-related challenge: Access and proximity to ICT facilities pose problem to academic staff. Even
those that are ICT literate lack the necessary facilities at their workplaces. Electricity supply which is
critical to the usage of ICT facilities is very epileptic in Nigeria which makes the ownership of a power
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generator mandatory for ICT users. This fact coupled with financial constraints pointed out earlier
indicates why electricity is a major obstacle in the use of ICT by academic staff. This result is similar to
earlier finding by Archibong and Effiom (2009) in which academic staff revealed that power failures
and inaccessibility of ICT facilities as obstacles to their ICT usage.
Workload and academic staff personal disposition to ICT: In analysing the questionnaire, most senior
academics, from the ranks of Senior Lecturer to Professors cited excess workload which does not give
them time to train or even improve upon their ICT skills as a challenge. It is however not encouraging
to note that some academic lack interest in ICT while some are unwilling to exercise patience to learn.
6. Conclusion
From the findings of this study, it was concluded that ICT skills development undertaken by academic staff was
mainly self-funded. In essence funding from the university towards staff ICT development was very minimal.
The study equally revealed that relatively high percentage of academic staff have personal computer, indicating
their interest in acquisition of ICT skills. Again, access to internet by academic staff was mainly at public cyber
café compared to private and school, indicating inadequacy of such facilities on campus. Majority of the
academic staff in this study rated their ICT competence as low. In terms of ICT usage, the highest areas of
competence were in research, e-mail and word processing, while their competences in the other areas studied
were low. Finally, it was also concluded that the major challenges to ICT usage among academic staff were
related to funding, facilities and work load.
7. Recommendations
Based on the findings and the conclusions drawn in this study, it is hereby recommended that the university
management should fund the ICT training of academic staff. Furthermore, provision should be made for
continuous retraining of staff on ICT since development in technology is dynamic and the staff need to keep
abreast with current trends. Again, the university management should make training in ICT mandatory for all
academic staff as this will propel the uninterested or unwilling ones to undertake the training. Lastly, ICT
facilities should be provided and its functionality ensured so as to improve academic staff access to it within the
campuses. Finally, it is suggested that academic staff should have a rethink towards ICT training and make time
to improve their competences irrespective of their workload.
References
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BECTA. (2001). Emerging Findings from the Evaluation of the Impact of ICT on Pupils Attainment. London:
BECTA.
Carlson, S. and Gadio, C. T. (2002). Teacher Professional Development in the use of ICT. In Haddad, W. D. &
Draxler, A. (Eds.), Technology for Education. (pp. 118 – 132). Washington, DC: UNESCO; Academy for
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Turkish online journal of educational technology- TOJET v7 n1article 3 Jan 2008.
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Radloff, A. (2001). Getting Online: The Challenges for Academic Staff and Institutional leaders. Retrieved 19
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Table 1. Funding sources for ICT training among academic staff (N= 300)
Funding sources Number Percentage (%)
Self 268 89.3
University 32 10.7
Table 2. Respondents’ ownership of personal computers (N= 300)
Ownership of computer/laptop Number Percentage (%)
Yes 208 69.3
No 92 30.7
Table 3. Respondents’ access to internet (N = 300)
Place of access to internet Number Percentage (%)
School 20 6.7
Public cyber café 187 62.3
Private 93 31.0
Table 4. Academic staff rating of ICT competency level (N= 300)
Rating of competency level Number Percentage (%)
High 20 6.7
Moderate 120 40.0
Low 160 53.3
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Table 5. Respondents’ rating of ICT usage skills (N= 300)
ITEMS Not
Competent
Frequency (%)
Somewhat
Competent
Frequency (%)
Competent
Frequency (%)
Very
Competent
Frequency (%)
Competent
+
Very
Competent
Frequency (%)
Word processing 76 (25.3) 104 (34.7) 100 (33.3) 20 (6.7) 120 (40.0)
e- mail 72 (24.0) 92 (30.7) 96 (32.0) 40 (13.3) 136 ( 45.3)
Research 48 (16.0) 104 (34.7) 104 (34.7) 44 (14.6) 148 (49.3)
Data analysis 152 (50.7) 76 (25.3) 48 (16.0) 24 (8.0) 72 (24.0)
Power point presentation 120 (40.0) 100 (33.3) 56 ( 18.7) 24 (8.0) 80 (26.7)
e- library 176 (58.7) 64 ( 21.3) 48 (16.0) 12 (4.0) 60 (20.0)
e- payments 176 (58.7) 68 (22.7) 52 (17.3) 4 (1.3) 56 (18.6)
e-learning (online courses) 188 (62.7) 64 (21.3) 36 (12.0) 12 (4.0) 48 ( 16.0)
Course preparation 112 (37.2) 84 ( 28.0) 84 (28.0) 20 ( 6.7) 104 (24.7)
Development of proposals 136 (45.3) 56 (18.7) 96 (32.0) 12( 4.0) 108 (36.0)
Notes online/ giving
assignments
156 (52.0) 84 (28.0) 40 (13.3) 20 (6.7) 60 (20.0)
Video conferencing 212 (70.7) 64 (21.3) 16 (5.3) 8 (2.7) 24 (8.0)
Mobile phone browsing 136 (45.3) 60 (20.0) 84 (28.0) 20 (6.7) 104 (34.7)
Networking (face book) 176 (58.7) 84 (28.0) 36 (12.0) 4 (1.3) 40 (13.3)
Table 6. Challenges to ICT usage among academic staff
Lack of funds
Lack of sponsorship by the school management
Proximity to ICT facilities
Inability to acquire personal ICT facilities
No ICT facilities at workplace
Poor electricity supply
Lack of ICT knowledge
Insufficient time due workload
No patience to learn
No interest in learning
Personal office not secure to install ICT facilities
No opportunity for training
Lack of time for practice