This document outlines a keynote presentation on the future of education for national development in Nigeria. It discusses how 21st century education is driven by technology and focuses on learner-centered skills rather than just knowledge acquisition. ICT is presented as a vehicle to support future education and development through tools like computers, internet, and mobile devices. The roles of teachers are shifting from knowledge delivery to facilitation of active, collaborative, technology-enhanced learning. Benefits include helping teachers be more productive and facilitate learning, while empowering students to take control of their learning through accessible resources.
Technology & Education - A Primer for 21st century education & beyondFlexiSAF Edusoft
This document discusses technology integration in 21st century education. It begins with an overview of technology in education and 21st century education. Some key aspects of 21st century education discussed include the educational structure moving from traditional to digital, learning environments shifting from brick-and-mortar to online/virtual, and teaching approaches changing from teacher-centered to learner-centered. The document then examines various technologies that can be used for 21st century pedagogy and assessment before analyzing factors for successful technology integration. It concludes by looking at the future of technology in education beyond the 21st century.
A presentation given to the Academic Subcommittee - where we have come from and where we are going; producing the new draft ICT Philosophy and Aims for the ABC.
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
The Landscape of ICT in Teacher EducationDave Marcial
This document summarizes the level of ICT competency among faculty in higher education institutions that offer teacher education programs in Central Visayas, Philippines. A survey found that most faculty have basic ICT literacy but there is only slight integration of technology into teaching. Ownership of smartphones, tablets, and laptops correlated with higher competency levels. Most faculty are in the early "awareness" stage of ICT integration. Recommendations include improving ICT infrastructure, developing updated competency standards, and prioritizing ICT in curriculum and training to help faculty develop innovative teaching with technology.
Technology To Enhance Literacy And LearningKaren Brooks
The document discusses emerging technologies and their potential impact on education. It outlines the International Society for Technology in Education's (ISTE) National Education Technology Standards for Students, which include six categories: creativity and innovation, communication and collaboration, research and information fluency, critical thinking/problem-solving, digital citizenship, and technology operations and concepts. The document also highlights several technologies that are likely to become more mainstream in education over the next one, two to three, and four to five years.
Infrastructure Requirements for Digital Media TrainingJIMSVKII
Ms. Preeti M Surya HOD Department of journalism and mass communication of #JIMSVKII has shared about Infrastructure Requirements for Digital Media Training.
For More Query Call us on 09990474829, 011 61199191
Visit us at https://www.jimssouthdelhi.com/
Follow us on:
Facebook: https://www.facebook.com/JIMSVASANTKUNJII/
Twitter: https://twitter.com/jimsljptweets
Instagram : : https://www.instagram.com/jims_vk2/?hl=en
YouTube : https://www.youtube.com/channel/UCZgioa2rpculDY7bHlljD6g
Blog: https://jimssouthdelhi.com/blog/
Linked In: https://www.linkedin.com/in/jims-vasant-kunj-38785a85/
Design and implementation of mobile learning.docx second copyIbrahim Momodu
This document discusses the design and implementation of a mobile learning platform for the educational system in Nigeria. It begins by introducing the importance of education for national development and how mobile learning (m-learning) can help address issues of access and flexibility. The document then reviews related work on m-learning and the technologies needed to create, deliver, and access educational content on mobile devices. Key aspects of an m-learning platform are identified, including authoring tools, collaboration technologies, and connectivity options. The benefits of m-learning for learners are also highlighted.
Design and implementation of mobile learning.docx second copyIbrahim Momodu
This document discusses the design and implementation of a mobile learning platform for the educational system in Nigeria. It begins by introducing the importance of education for national development and how mobile learning (m-learning) can help address issues of access and flexibility. The document then reviews related work on m-learning and the technologies needed to create, deliver, and access educational content on mobile devices. Key aspects of an m-learning platform are identified, including authoring tools, collaboration technologies, and connectivity options. The benefits of m-learning for learners are also highlighted.
Technology & Education - A Primer for 21st century education & beyondFlexiSAF Edusoft
This document discusses technology integration in 21st century education. It begins with an overview of technology in education and 21st century education. Some key aspects of 21st century education discussed include the educational structure moving from traditional to digital, learning environments shifting from brick-and-mortar to online/virtual, and teaching approaches changing from teacher-centered to learner-centered. The document then examines various technologies that can be used for 21st century pedagogy and assessment before analyzing factors for successful technology integration. It concludes by looking at the future of technology in education beyond the 21st century.
A presentation given to the Academic Subcommittee - where we have come from and where we are going; producing the new draft ICT Philosophy and Aims for the ABC.
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
The Landscape of ICT in Teacher EducationDave Marcial
This document summarizes the level of ICT competency among faculty in higher education institutions that offer teacher education programs in Central Visayas, Philippines. A survey found that most faculty have basic ICT literacy but there is only slight integration of technology into teaching. Ownership of smartphones, tablets, and laptops correlated with higher competency levels. Most faculty are in the early "awareness" stage of ICT integration. Recommendations include improving ICT infrastructure, developing updated competency standards, and prioritizing ICT in curriculum and training to help faculty develop innovative teaching with technology.
Technology To Enhance Literacy And LearningKaren Brooks
The document discusses emerging technologies and their potential impact on education. It outlines the International Society for Technology in Education's (ISTE) National Education Technology Standards for Students, which include six categories: creativity and innovation, communication and collaboration, research and information fluency, critical thinking/problem-solving, digital citizenship, and technology operations and concepts. The document also highlights several technologies that are likely to become more mainstream in education over the next one, two to three, and four to five years.
Infrastructure Requirements for Digital Media TrainingJIMSVKII
Ms. Preeti M Surya HOD Department of journalism and mass communication of #JIMSVKII has shared about Infrastructure Requirements for Digital Media Training.
For More Query Call us on 09990474829, 011 61199191
Visit us at https://www.jimssouthdelhi.com/
Follow us on:
Facebook: https://www.facebook.com/JIMSVASANTKUNJII/
Twitter: https://twitter.com/jimsljptweets
Instagram : : https://www.instagram.com/jims_vk2/?hl=en
YouTube : https://www.youtube.com/channel/UCZgioa2rpculDY7bHlljD6g
Blog: https://jimssouthdelhi.com/blog/
Linked In: https://www.linkedin.com/in/jims-vasant-kunj-38785a85/
Design and implementation of mobile learning.docx second copyIbrahim Momodu
This document discusses the design and implementation of a mobile learning platform for the educational system in Nigeria. It begins by introducing the importance of education for national development and how mobile learning (m-learning) can help address issues of access and flexibility. The document then reviews related work on m-learning and the technologies needed to create, deliver, and access educational content on mobile devices. Key aspects of an m-learning platform are identified, including authoring tools, collaboration technologies, and connectivity options. The benefits of m-learning for learners are also highlighted.
Design and implementation of mobile learning.docx second copyIbrahim Momodu
This document discusses the design and implementation of a mobile learning platform for the educational system in Nigeria. It begins by introducing the importance of education for national development and how mobile learning (m-learning) can help address issues of access and flexibility. The document then reviews related work on m-learning and the technologies needed to create, deliver, and access educational content on mobile devices. Key aspects of an m-learning platform are identified, including authoring tools, collaboration technologies, and connectivity options. The benefits of m-learning for learners are also highlighted.
The document discusses knowledge societies and the role of technology, education, and initiatives for teacher professional development. It covers: (1) the characteristics of knowledge societies and their reliance on education, innovation, ICT, and technology; (2) the pervasiveness of technology and its impacts on education; (3) the goals of Education For All and developing higher-order skills for a digital world; and (4) the aims of various initiatives to promote teacher training and lifelong professional development regarding the integration of ICT into education.
HOW THE INFORMATION SOCIETY IS CHANGING THE WAY OF LEARNINGIngrid Noguera
The document discusses how information and communication technologies (ICT) are changing education. It finds that ICT have had a positive impact on education, especially higher education, by making learning more accessible and flexible. While face-to-face instruction remains important, online and blended learning are gaining ground. Younger students, known as the "Net Generation", are heavily using technologies and have different learning needs and expectations. Effective implementation of ICT in education requires aligning technologies with pedagogical approaches. Looking ahead, education will increasingly focus on collaborative and personalized learning supported by more visual and ubiquitous technologies.
The document discusses Information and Communication Technology (ICT) in education. It provides an overview of UNESCO's work in the area of ICT in education, including policy, teacher education, mobile learning, open educational resources, and e-learning. It also discusses the ecosystem of ICT in education, including elements such as a shared vision, implementation planning, content and learning products, equitable access, teacher training, support, policies, security, funding, and monitoring. Finally, it speculates on potential future directions for ICT in education, such as connecting formal and informal learning, continuous use of assessment data, virtual mentors, and using ICT at scale for management and policy purposes.
Constraint to Effective use of ICT on Islamic Education A Critical Analysis o...YogeshIJTSRD
This research focused and analyze some problems that militate the effective use of ICT on Islamic education in secondary schools. These problems include Lack of technical knowhow by the teachers, Interest of parental influence, Lack of maintenance, Lack of political will to support ICT programme, Inadequate provision of modern ICT facilities, Irregular power supply and Lack of Arabic language to use Islamic gadget. Survey research design is adopted in the study and validated self structure questionnaire is raise and use to obtain data about 111 questionnaires were randomly distributed to both public and private secondary school teachers in Jos, Plateau state. The quantitative data returned were evaluated using descriptive statistics and further analyzed using Independent sample Mann Whitney U test in SPSS version 25 . The results of the study reveal that there is an Insignificant difference between public and private secondary school to the challenges faces to effective use of ICT with Z= .508 at P .05 level of significance, where we retain the null hypothesis of the statistical test. It is recommended that ICT programme should be implemented and make it compulsory to each and every school by the government, continues training of ICT skill to teachers and buying of modern facilities should be adhere, and involvement of parent and political leaders should be encourage, equally they should motivate and sponsored the ICT resources and programme respectively to their various home and zones. Dr. Mustapha Garba Muhammad | Adam Mustapha Garba | Garba Sufiyanu Mustapha "Constraint to Effective use of ICT on Islamic Education: A Critical Analysis of Public and Private Secondary School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38715.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38715/constraint-to-effective-use-of-ict-on-islamic-education-a-critical-analysis-of-public-and-private-secondary-school/dr-mustapha-garba-muhammad
While ICT innovations and initiatives have helped expand access to education in developing areas, they have largely failed to meaningfully contribute to achieving the UN's Millennium Development Goals of universal primary education by 2015. A variety of factors have hindered effective implementation of ICT programs at the grassroots level, including lack of comprehensive planning, resources, management, and commitment from officials. Many research efforts and pilot programs have demonstrated the potential benefits of ICT for education, but sustainable solutions that can be scaled up to benefit all children have remained elusive. Unless current theories and technologies are successfully translated into tangible educational opportunities for billions of children in need, the goal of universal primary education by 2015 will not be accomplished.
This document provides an overview of a presentation on literacies of the digital given by Helen Beetham on March 10, 2011. The presentation discusses moving beyond skills-based definitions of digital literacy to focus on how digital technologies are changing practices in personal, social, workplace and other contexts. It examines tensions between viewing digital literacy as an individual attribute versus a political project, and outlines evidence of changes in knowledge practices and known challenges learners face. The presentation concludes by considering what experiences learners need to develop digital literacies and questions how those experiences can best be supported.
Call for proposals. Digital Pedagogies for Building Peaceful and Sustainable...eraser Juan José Calderón
Call for Proposals | Submission Guide . Digital Pedagogies for Building Peaceful and Sustainable Societies.
December 16 – 18, 2017
Novotel Varun Beach
Visakhapatnam, India
This document discusses global trends in information and communications technology (ICT) and education. It begins by outlining objectives to identify ICT concepts, explain the global dimension in education, and appreciate technology's role in instruction. Several key ICT concepts are then defined, including mobile learning, cloud computing, one-to-one computing, ubiquitous learning, gaming, personalized learning, open educational resources, and smart portfolios. The document also outlines eight concepts of the global dimension in education: global citizenship, conflict resolution, diversity, human rights, interdependence, social justice, sustainable development, and values/perceptions. It concludes by stating that the success of technology in classrooms depends on teachers' willingness to adapt.
The document discusses a study on the effect of digital literacy on the academic performance of students at higher education levels in Pakistan. It begins with introducing digital literacy and its importance in today's digital world. It then outlines the objectives, research questions, methodology, and results of the study. The key findings are:
1. Students had a high level of digital literacy skills in some areas but a moderate level in others like managing and communicating information.
2. There was no significant relationship found between students' level of digital literacy and their academic performance measured by CGPA.
3. A positive correlation was found between students' level of digital literacy and their communication skills.
Uses and Impact of Digital Technology During Covid 19 Pandemic Situation on H...SOUMYARANJANDAS34
The document summarizes the uses and impact of digital technology on higher education during the COVID-19 pandemic. It discusses how teaching shifted online using platforms like Zoom and Google Meet. Digital tools helped provide resources like videos, presentations, and access to online learning management systems. This enabled blended learning but also caused challenges like digital divides and lack of technology skills. Overall, digital technology played a pivotal role in allowing education to continue during the pandemic, but improvements are still needed to address barriers to access.
Global trends in online education. Threats and Opportunities. icdeslides
Online learning trends. Global. About ICDE, International Council for Open and Distance Education. The Big Picture. Online and distance education is steadily increasing all over the world.The growth in higher education is massive. The change is dramatic.
MOOCs are peaking. Numbers of MOOCs. Innovation in Education. Example from US online 2014. Example from ECAR 2013. Analysis of driving forces. Analysis of Opportunities.
The small text, which you should read.
The digital divide 'Technological Literacy in the 21st Century'Bryan Katrina
This document discusses the importance of technological literacy for teachers in the 21st century. It notes that the digital divide refers not just to access to technology but also skills in using technology. TAFE teachers need to be literate in various learning platforms and stay up to date with technological changes through lifelong learning. The document presents statistics showing increasing internet and device usage and argues that teachers must develop skills to incorporate technology into teaching to engage students and ensure good learning outcomes. It concludes that technological literacy is essential for teaching in the modern age.
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
This document discusses digital storytelling and its potential to increase critical thinking skills. It begins by describing the "Net Generation" of students who have grown up with widespread digital technology use. While these students are more visually literate and able to multitask, their reading skills have declined. The challenge is engaging these students through technology while still developing important 21st century skills like critical thinking. Digital storytelling and video games can help by making learning interactive and stimulating reflection. When computers are incorporated into classrooms through initiatives like 1-to-1 laptop programs, they become valuable supplemental tools for collaboration, independent learning, and developing 21st century skills.
The document discusses building e-resilience in higher education in the Pacific Islands region. It notes that regional forums have prioritized ICT initiatives to enable development. The University of the South Pacific has made large ICT infrastructure investments to support remote teaching and learning. However, challenges remain such as limited internet connectivity, lack of resources and capacity, and ensuring inclusion of rural and female students. Overall policies and collaboration are needed to strengthen ICT structures and support open educational resources and digital literacy for resilient online education.
The document discusses knowledge societies and the role of technology, education, and initiatives for teacher professional development. It covers: (1) the characteristics of knowledge societies and their reliance on education, innovation, ICT, and technology; (2) the pervasiveness of technology and its impacts on education; (3) the goals of Education For All and developing higher-order skills for a digital world; and (4) the aims of various initiatives to promote teacher training and lifelong professional development regarding the integration of ICT into education.
HOW THE INFORMATION SOCIETY IS CHANGING THE WAY OF LEARNINGIngrid Noguera
The document discusses how information and communication technologies (ICT) are changing education. It finds that ICT have had a positive impact on education, especially higher education, by making learning more accessible and flexible. While face-to-face instruction remains important, online and blended learning are gaining ground. Younger students, known as the "Net Generation", are heavily using technologies and have different learning needs and expectations. Effective implementation of ICT in education requires aligning technologies with pedagogical approaches. Looking ahead, education will increasingly focus on collaborative and personalized learning supported by more visual and ubiquitous technologies.
The document discusses Information and Communication Technology (ICT) in education. It provides an overview of UNESCO's work in the area of ICT in education, including policy, teacher education, mobile learning, open educational resources, and e-learning. It also discusses the ecosystem of ICT in education, including elements such as a shared vision, implementation planning, content and learning products, equitable access, teacher training, support, policies, security, funding, and monitoring. Finally, it speculates on potential future directions for ICT in education, such as connecting formal and informal learning, continuous use of assessment data, virtual mentors, and using ICT at scale for management and policy purposes.
Constraint to Effective use of ICT on Islamic Education A Critical Analysis o...YogeshIJTSRD
This research focused and analyze some problems that militate the effective use of ICT on Islamic education in secondary schools. These problems include Lack of technical knowhow by the teachers, Interest of parental influence, Lack of maintenance, Lack of political will to support ICT programme, Inadequate provision of modern ICT facilities, Irregular power supply and Lack of Arabic language to use Islamic gadget. Survey research design is adopted in the study and validated self structure questionnaire is raise and use to obtain data about 111 questionnaires were randomly distributed to both public and private secondary school teachers in Jos, Plateau state. The quantitative data returned were evaluated using descriptive statistics and further analyzed using Independent sample Mann Whitney U test in SPSS version 25 . The results of the study reveal that there is an Insignificant difference between public and private secondary school to the challenges faces to effective use of ICT with Z= .508 at P .05 level of significance, where we retain the null hypothesis of the statistical test. It is recommended that ICT programme should be implemented and make it compulsory to each and every school by the government, continues training of ICT skill to teachers and buying of modern facilities should be adhere, and involvement of parent and political leaders should be encourage, equally they should motivate and sponsored the ICT resources and programme respectively to their various home and zones. Dr. Mustapha Garba Muhammad | Adam Mustapha Garba | Garba Sufiyanu Mustapha "Constraint to Effective use of ICT on Islamic Education: A Critical Analysis of Public and Private Secondary School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38715.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38715/constraint-to-effective-use-of-ict-on-islamic-education-a-critical-analysis-of-public-and-private-secondary-school/dr-mustapha-garba-muhammad
While ICT innovations and initiatives have helped expand access to education in developing areas, they have largely failed to meaningfully contribute to achieving the UN's Millennium Development Goals of universal primary education by 2015. A variety of factors have hindered effective implementation of ICT programs at the grassroots level, including lack of comprehensive planning, resources, management, and commitment from officials. Many research efforts and pilot programs have demonstrated the potential benefits of ICT for education, but sustainable solutions that can be scaled up to benefit all children have remained elusive. Unless current theories and technologies are successfully translated into tangible educational opportunities for billions of children in need, the goal of universal primary education by 2015 will not be accomplished.
This document provides an overview of a presentation on literacies of the digital given by Helen Beetham on March 10, 2011. The presentation discusses moving beyond skills-based definitions of digital literacy to focus on how digital technologies are changing practices in personal, social, workplace and other contexts. It examines tensions between viewing digital literacy as an individual attribute versus a political project, and outlines evidence of changes in knowledge practices and known challenges learners face. The presentation concludes by considering what experiences learners need to develop digital literacies and questions how those experiences can best be supported.
Call for proposals. Digital Pedagogies for Building Peaceful and Sustainable...eraser Juan José Calderón
Call for Proposals | Submission Guide . Digital Pedagogies for Building Peaceful and Sustainable Societies.
December 16 – 18, 2017
Novotel Varun Beach
Visakhapatnam, India
This document discusses global trends in information and communications technology (ICT) and education. It begins by outlining objectives to identify ICT concepts, explain the global dimension in education, and appreciate technology's role in instruction. Several key ICT concepts are then defined, including mobile learning, cloud computing, one-to-one computing, ubiquitous learning, gaming, personalized learning, open educational resources, and smart portfolios. The document also outlines eight concepts of the global dimension in education: global citizenship, conflict resolution, diversity, human rights, interdependence, social justice, sustainable development, and values/perceptions. It concludes by stating that the success of technology in classrooms depends on teachers' willingness to adapt.
The document discusses a study on the effect of digital literacy on the academic performance of students at higher education levels in Pakistan. It begins with introducing digital literacy and its importance in today's digital world. It then outlines the objectives, research questions, methodology, and results of the study. The key findings are:
1. Students had a high level of digital literacy skills in some areas but a moderate level in others like managing and communicating information.
2. There was no significant relationship found between students' level of digital literacy and their academic performance measured by CGPA.
3. A positive correlation was found between students' level of digital literacy and their communication skills.
Uses and Impact of Digital Technology During Covid 19 Pandemic Situation on H...SOUMYARANJANDAS34
The document summarizes the uses and impact of digital technology on higher education during the COVID-19 pandemic. It discusses how teaching shifted online using platforms like Zoom and Google Meet. Digital tools helped provide resources like videos, presentations, and access to online learning management systems. This enabled blended learning but also caused challenges like digital divides and lack of technology skills. Overall, digital technology played a pivotal role in allowing education to continue during the pandemic, but improvements are still needed to address barriers to access.
Global trends in online education. Threats and Opportunities. icdeslides
Online learning trends. Global. About ICDE, International Council for Open and Distance Education. The Big Picture. Online and distance education is steadily increasing all over the world.The growth in higher education is massive. The change is dramatic.
MOOCs are peaking. Numbers of MOOCs. Innovation in Education. Example from US online 2014. Example from ECAR 2013. Analysis of driving forces. Analysis of Opportunities.
The small text, which you should read.
The digital divide 'Technological Literacy in the 21st Century'Bryan Katrina
This document discusses the importance of technological literacy for teachers in the 21st century. It notes that the digital divide refers not just to access to technology but also skills in using technology. TAFE teachers need to be literate in various learning platforms and stay up to date with technological changes through lifelong learning. The document presents statistics showing increasing internet and device usage and argues that teachers must develop skills to incorporate technology into teaching to engage students and ensure good learning outcomes. It concludes that technological literacy is essential for teaching in the modern age.
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
This document discusses digital storytelling and its potential to increase critical thinking skills. It begins by describing the "Net Generation" of students who have grown up with widespread digital technology use. While these students are more visually literate and able to multitask, their reading skills have declined. The challenge is engaging these students through technology while still developing important 21st century skills like critical thinking. Digital storytelling and video games can help by making learning interactive and stimulating reflection. When computers are incorporated into classrooms through initiatives like 1-to-1 laptop programs, they become valuable supplemental tools for collaboration, independent learning, and developing 21st century skills.
The document discusses building e-resilience in higher education in the Pacific Islands region. It notes that regional forums have prioritized ICT initiatives to enable development. The University of the South Pacific has made large ICT infrastructure investments to support remote teaching and learning. However, challenges remain such as limited internet connectivity, lack of resources and capacity, and ensuring inclusion of rural and female students. Overall policies and collaboration are needed to strengthen ICT structures and support open educational resources and digital literacy for resilient online education.
Curatr is a social learning platform that was developed in 2010 in the UK. It allows teams to design, deliver, and facilitate social learning experiences using existing content and systems. Curatr can be used to translate classroom experiences into online learning. It recreates the classroom experience through discussions and reflections. Some advantages of Curatr include that it creates a fun way to learn and captures students' interest. However, it is expensive and poor internet connections may interfere with learning.
The document discusses the history and use of Apple's iBooks/Books application. It was introduced in 2010 alongside the iPad as a way to read ebooks and other digital publications. Over time, it expanded to iOS devices and MacOS. The application allows users to browse, purchase, and read ebooks and other files from Apple's bookstore. It helped address issues with the physical burden of textbooks by moving to a more portable digital format.
This document discusses the use of WhatsApp in teaching and learning. It begins with an introduction and definition of WhatsApp as a free messaging app that allows video/voice calls, texting, and file sharing over WiFi. It then discusses how WhatsApp can be applied in the classroom by facilitating more personalized follow-up and easy contact with students. The document outlines advantages such as free use, global messaging, and file sharing capabilities. It also notes disadvantages like privacy risks and internet dependence. It concludes by listing references used in the presentation.
This research proposal investigates the determinants of secondary school teachers' adoption of smart classrooms in Minna, Niger State, Nigeria. Specifically, it examines the impact of availability, accessibility, and teachers' self-efficacy. The study uses a correlational research design with 360 teachers sampled through stratified random sampling. Data will be collected through a questionnaire and analyzed using descriptive and inferential statistics like regression and correlation. The research aims to provide insights on how to improve adoption of smart classrooms for teaching.
Prof. Amosa Isiaka Gambari presented the second lecture on the introduction to the Statistical Package for Social Science (SPSS) for SSTE postgraduate students during the 2021/2022 academic session. The lecture provided additional resources on how to use SPSS for data analysis. Prof. Gambari is the Dean of the School of Science & Technology Education at the Federal University of Technology in Minna.
Flipping the teacher involves reversing traditional classroom roles so that students lead the class and teach the material while the teacher observes. This approach has been explored since the early 2000s but gained popularity due to online resources. Potential benefits include allowing self-paced learning, active engagement, and individualized instruction. Limitations include suitability, technology access, and adjusting teacher and student roles. Flipping the teacher can be implemented through pre-recorded lectures, online activities, in-class projects, and assigning homework.
TED-Ed is an educational platform created by TED that features animated videos and interactive lessons on a wide range of topics. The platform includes lessons created by TED-Ed as well as lessons made by teachers and students. TED-Ed's goal is to provide engaging educational resources to inspire learning around the world. Teachers can use TED-Ed videos and materials in their classrooms or flip their classroom. Learners of any age can also use TED-Ed for lifelong learning.
This document discusses discussion forums, including definitions, history, how they work, advantages, disadvantages, and classroom applications. A discussion forum allows users to exchange ideas and have conversations online through threaded discussions. They emerged in the mid-1990s and have become increasingly popular. Discussion forums can be used to continue class discussions, generate ideas, and build community. They provide benefits like building relationships and getting different perspectives, but can lack clear direction and control. Discussion forums are a useful tool for online learning that allows reflection and response.
This document outlines the course topics and schedule for an "Internet and Intranet" class. The course will cover computer networks, the internet, intranets, extranets, educational and information resources online, email, teleconferences, and web 3.0 technologies. Students must attend all classes, participate in discussions, and complete a class quiz, presentation, and final exam to receive grades. The first week's topic is an introduction to computer networks, including definitions, advantages, and types of networks like LANs, MANs, and WANs.
This document discusses repositioning university registries to meet contemporary challenges. It describes the roles and responsibilities of registry staff in organizing students and staff, keeping records, and conveying issues of welfare and discipline. It identifies challenges like inadequate staff, facilities, and security. The document recommends regular staff training, adequate motivation, and ensuring staff are ICT compliant to handle challenges efficiently in the 21st century. The conclusion states registries must move from paper-based to paperless systems by improving digital skills.
The document contains a 20 question multiple choice test on features and functions in Microsoft PowerPoint. The questions cover topics like slide placeholders, zoom percentage, file extensions for PowerPoint templates, inserting new slides, flipping images, viewing slides as outlines, toolbars, adding text boxes, default slide orientation, and design templates.
This document provides an overview of searching the internet. It discusses key topics like search engines, how they work, and tips for effective searching. Specific points covered include the different types of search engines like simple, standard, and meta search engines. Steps for better searching are outlined, including using Boolean logic and operators. Criteria for evaluating sources like authorship, accuracy, and currency are also reviewed.
This document discusses problem identification and choosing research topics. It provides guidance on identifying problems in different areas like education, technology, and society. Researchers should identify clear, widely recognized problems and choose topics they are familiar with. When selecting a topic, researchers should consider their interests and resources, build on previous related work, and choose topics that are focused, achievable, and involve relationships between variables. The document offers various strategies and resources to help in selecting an appropriate research topic.
This document provides an overview of research concepts for an educational technology course. It defines research as a systematic process of investigating problems to gain new knowledge or find solutions. The document outlines the major steps in research as defining a problem, reviewing literature, collecting and analyzing data, and reporting findings. It also discusses types of research (descriptive, historical, experimental), characteristics of research, and important ethical considerations like protecting participants' anonymity, privacy and confidentiality.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Keynote Speaker.pptx
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
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
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
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
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
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
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
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
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.
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
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
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
1. It is a technology driven education designed to prepare and equip learners for acceptable, profitable, and worthwhile life in any community where they may find themselves (UNESCO, 2014).
Information and communication technology tools are many and expanding. The tools include traditional hardware and software such as radio, television, motion picture projector, camcorders, audio player, photography camera, to mention a few. It also covers established and emerging hardware and software like computers, netbooks, mobile phones, MPs, e-book readers, personal digital assistants, interactive white board, e-mail, videoconferencing etc
Many secondary schools students have never witnessed regular chemistry laboratory preparations of simple compounds, such as Hydrogen (H2) and Carbon (IV) Oxide.
Simulation presented the concepts in a concrete form that promotes better understanding and motivates students to learn.
To avert students' attention entertainment,
To overcome these problems,
in collaborative learning strategies performed better with over 90% than those taught with using individualized learning environment and conventional teaching method
Students spend valuable time on mobile devices for social activities that do not promote learning but which adversely affect their academic performance
Mobile App was used with stored with unlimited learning resources was used augment the learning.
The reason being that students were fully engaged, actively participated, catch fun, and received immediate feedback. Therefore, they were well motivated to learn.
They usually feel bored, absent-minded due to the abstract nature of some concepts and the use of teacher- centered teaching approach. Invariably, this could be one of the major factors responsible for poor performance.
This was a result of the influence of MERC, active participation and collaboration among students.
The discoveries proved that students performed better when taught using the CAI package cooperatively than individualized learning.
The CAI package was superior to the conventional teaching method because students could repeat the lecture, get immediate feedback, and learn at their own pace.
Technologies were deployed in solving learning difficulties in the classroom based on some educational variables such as;
A series of studies on the impact of students' knowledge retention using technology across many subjects have been conducted. Technology integration motivate students to learn, reduce mental tension and enhanced content comprehension.
Gender discrimation could be eliminated if students could have equal access and opportunity to use technology devices for learning.
The outcome of this study revealed that technological tools enable intrinsic and extrinsic motivation.
In all the above mentioned, technology is the prime mover and a significant factor in how education in the future differs from education today.
These are:
New Behaviours (shaped by social media and the web);
Technologies (shift to the cloud, Collaborative technologies, big data, the Internet of Things
The Millennial Workforce (new attitudes, expectations and ways of working);
Mobility (work anytime, anywhere, and on any device); and
Globalisation (no boundaries).
3. Such technologies include:
Virtual Reality (VR),
Augmented Reality (AR),
Mixed Reality (MR),
Bring Your Own Device (BOYD),
Cloud Computing, Artificial Intelligence,
3D printing, Hologram, Biometrics,
Internet of Things (IoT),
Advanced Robotics,
Commonplace, Smart Houses,
Wearable Computers,
Holodeck,
among others
Without development of individual, national development cannot be possible. Education transforms people socially, culturally and economically to establish a socialistic, democratic and secular social order.
Education helps in fostering secular outlook in the following ways:
(i) Provision of instruction in moral, spiritual and social values.
(ii) Incorporating well-fitted information about each of the major religious of the world.
(iii) Presentation of high ideals of social justice and social service before the students.
(iv) Helping students in applying rationality to all religions.
Mr. Vice-Chancellor, Sir, I wish to submit that every century comes with different challenges. Education is a useful tool to overcome these challenges.
3. Nigeria must rise up to address these challenges if we wants to join the global world in providing skills for our citizens to compete favorably in a global economy.
1. Therefore, government and educational stakeholders should provide adequate digital literacy training for teachers to enable them to integrate technology for effective instructional delivery in the 21st century.
1. Therefore, government and educational stakeholders should provide adequate digital literacy training for teachers to enable them to integrate technology for effective instructional delivery in the 21st century.