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Significant Factors Affecting the Use And Integration of Information Technology (IT) Tools in Teaching in South Western Nigerian Polytechnics

Significant Factors Affecting the Use And Integration of Information Technology (IT) Tools in Teaching in South Western Nigerian Polytechnics

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Published by ijcsis
Information Technology (IT) also referred to as Information and Communication Technology (ICT) can be described as electronic technologies used for information storage and retrieval (Adomi & Kpangban, 2010). This paper examined various factors hindering the use of IT tools in teaching in South Western Nigerian Polytechnics and also extract the most significant factors that pose serious challenges to the use and integration of IT in teaching using Gain Ratio extraction technique. Questionnaires were distributed to Lecturers and seasoned administrators in the Polytechnic sector to access their knowledge and belief on the stated factors. The responses from the respondents were used to form a dataset. C# Programming was used for the implementation. Also, Microsoft Excel was used for the analysis of the data collected. The result of the analysis shows that seven (7) factors were highly hindering the use and integration of IT tools into teaching.
Information Technology (IT) also referred to as Information and Communication Technology (ICT) can be described as electronic technologies used for information storage and retrieval (Adomi & Kpangban, 2010). This paper examined various factors hindering the use of IT tools in teaching in South Western Nigerian Polytechnics and also extract the most significant factors that pose serious challenges to the use and integration of IT in teaching using Gain Ratio extraction technique. Questionnaires were distributed to Lecturers and seasoned administrators in the Polytechnic sector to access their knowledge and belief on the stated factors. The responses from the respondents were used to form a dataset. C# Programming was used for the implementation. Also, Microsoft Excel was used for the analysis of the data collected. The result of the analysis shows that seven (7) factors were highly hindering the use and integration of IT tools into teaching.

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SIGNIFICANT FACTORS AFFECTING THE USE AND INTEGRATION OF INFORMATION TECHNOLOGY (IT) TOOLS IN TEACHING IN SOUTH WESTERN NIGERIAN POLYTECHNICS
1
Aladesote, O. Isaiah
2
Agbelusi Olutola Computer Science Department Computer Science Department Rufus Giwa Polytechnic, Owo, Ondo State. Rufus Giwa Polytechnic, Owo, Ondo State.
3
Ojajuni O. James Computer Science Department Rufus Giwa Polytechnic, Owo, Ondo State.
ABSTRACT
 Information Technology (IT) also referred to as Information and Communication Technology (ICT) can be described as electronic technologies used for information storage and retrieval (Adomi & Kpangban, 2010). This paper examined various factors hindering the use of IT tools in teaching in South Western Nigerian Polytechnics and also extract the most significant factors that pose serious challenges to the use and integration of IT in teaching using Gain Ratio extraction technique. Questionnaires were distributed to Lecturers and seasoned administrators in the Polytechnic sector to access their knowledge and belief on the stated factors. The responses from the respondents were used to form a dataset. C# Programming was used for the implementation. Also, Microsoft Excel was used for the analysis of the data collected. The result of the analysis shows that seven (7)  factors were highly hindering the use and integration of IT tools into teaching.
Keywords:
ICT, Gain Ratio, Microsoft Excel, Extraction Technique.
INTRODUCTION
Information and Communication Technology (ICT) used as an extended synonym for Information Technology (IT), is usually a more general term that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers, middleware as well as necessary software, storage- and audio-visual systems which enable users to create, access, store, transmit, and manipulate information (Adomi & Kpanghan, 2010). Integration of Information and Communication Technology (ICT) tools in teaching has been at the forefront of the education sector for recent years (Mee & Zaitun, 2006).
(IJCSIS) International Journal of Computer Science and Information Security, Vol. 12, No. 3, March 201450http://sites.google.com/site/ijcsis/ ISSN 1947-5500
 
Information and communication technologies (ICT) are electronic technologies used for information storage and retrieval. Development is partly determined by the ability to establish a synergistic interaction between technological innovation and human values. The rapid rate at which ICTs have evolved since the mid 20th century, the convergence and pervasiveness of ICTs, give them a strong role in development and globalization (Nwagwu, 2006). ICTs have a significant impact on all areas of human activity (Brakel and Chisenga, 2003). The field of education has been affected by ICTs which have undoubtedly affected teaching, learning and research (Yusuf, 2005). A great deal of research has proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the potential to accelerate, enrich and deepen skills to motivate and engage students to integrate school experience to work practices, create economic viability for tomorrow's workers as well as strengthening teaching. (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). In a rapidly changing world, basic education is essential for an individual to be able to access and apply information with the use of ICT. The Economic Commission for Africa has indicated that the ability to access and use information is no longer a luxury, but a necessity for development. Unfortunately, many developing countries especially in Africa, are still low in ICT application and use (Aduwa-Ogiegbean and Iyamu, 2005). According to the Online Oxford Dictionary, Information and Communications Technology usually abbreviated as ICT, is often used as an extended synonym for information technology (IT), but is usually a more general term that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers, middleware as well as necessary software, storage- and audio-visual systems which enable users to create, access, store, transmit and manipulate information. In other words, ICT consists of IT as well as telecommunication, broadcast media, all types of audio and video processing and transmission and network based control and monitoring functions.
 
PROBLEM STATEMENT
The forces that have driven institution of higher learning to adopt and incorporate ICT in teaching include greater information access, greater communication, increased cooperation, collaboration and cost-effectiveness (Surry and Ely, 2001). Much as investment in ICT continues to increase, information communication technologies such as computers, video players and projectors have not been effectively used in lecture rooms in institutions of higher learning in Nigeria (Farrell, 2007). Most lecturers do not use ICTs in lecture rooms while few that use the ICT tools in teaching
(IJCSIS) International Journal of Computer Science and Information Security, Vol. 12, No. 3, March 201451http://sites.google.com/site/ijcsis/ ISSN 1947-5500
 
do not use them as expected. Despite the keenness of some institutions of higher learning to establish effective ICT education programs, they are confronted with enormous problems that may impede the proper implementation of these programs (Nwachukwu et al, 2009). Some of these  problems are epilepsy power supply, fast changing of ICT tools, no enough ICT tools, Management attitude and poor network infrastructure, etc.
AIM AND OBJECTIVES
The aim of this research work is to investigate the factors that serve as challenges to the use of ICT tools in teaching in South Western Nigerian Polytechnics.
Objectives of the study
The specific objectives of this study are to: (a) identify the variables responsible to challenges in the use of IT tools in teaching. (b) extract variables that are highly challenging to the use and integration of IT tools in teaching in Nigerian Polytechnic.
METHODOLOGY
The existing works of the authorities in the field of IT in Education were reviewed. The first method employed was the use of questionnaire which consists of three parts. The first part of the questionnaire gathered the respondent’s personal data or background such as their age group, gender, marital status and their educational attainment. The second part focused on the collection of data on factors affecting or preventing the integration of IT tools in teaching while the respondents were asked about their views on the research topic in the third part. Respondents provided information about their views through close-ended and open – ended questions on this topic. Two hundred (200) questionnaires were distributed to three (3) Polytechnics in the South West region of Nigeria and 131 were returned by the respondents. Thus, a response rate of 65.5% was achieved. The responses from educational attainment in the first part and the second part of the questionnaires were used to generate a dataset in which the listed factors in the second part were used as the variables of the dataset and column heading. The response from each respondent formed a record in row of the dataset while the educational attainment serves as class in the last column of the dataset (See Appendix 1). The educational attainment was rated 1 for PhD, 2 for Masters, 3 for First Degree / Postgraduate Diploma, 4 for Higher National Diploma and 5 for  Nigeria Certificate of Education and 6 for National Diploma. The degree of agreement on the item as a factor affecting the use of ICT was rated using Agree (A), Strongly Agree (SA), Disagree (D),
(IJCSIS) International Journal of Computer Science and Information Security, Vol. 12, No. 3, March 201452http://sites.google.com/site/ijcsis/ ISSN 1947-5500

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