OBSTACLES TO THE USE OF ICT IN HUMANITIES
EDUCATION IN NIGERIA: TRANSFORMING
PRACTICE FOR IMPROVED LEARNING
DR. A.N MADUEKE
Department of Arts & Social Science Education,
Faculty of Education,
University of Lagos, Nigeria
E-mail: tmadux@yahoo.com
ABSTRACT
The
potential of Information Communication Technologies (ICT) in enhancing
curriculum delivery in humanities education can only be realized when
technologies have been well domesticated in institutions. This study therefore
investigated the obstacles that hinder the domestication of ICTs in teaching
and learning in humanities education using four Nigerian universities
(University of Lagos, Lagos State University, University of Nigeria, Nsukka and
Ebonyi State University) as a case study. A qualitative research method
utilizing the questionnaire and an in-depth interview schedule were utilized in
data sourcing. Results show that though institutions and
educators appreciate the benefits of ICTs in their teaching, there are a number
of obstacles preventing the domestication of ICT in humanities education. Such barriers to the use
of ICT in the four selected universities vary from one university to another. In
Univ A, B, C and D for instance, power factor ranked first as the most
inhibiting obstacle in an ascending order 2.9599, 2.9954, 3.1759, and 3.500,
while attitudinal factors with the mean score of .9031, 1.2420, 1.5449, and
1.1.7215 ranked least among other barriers to the use of ICT. Furthermore, it was noted that even in
cases where technology is provided, educators are not effectively integrating
such technologies in their pedagogical practices. Recommendations were made
based on the findings.
Key Words:
Information and Communication, Domestication, Obstacles, Technology, Humanities
Education,
INTRODUCTION
In
today’s global economy and competitive environment, Information Communication Technology
(ICT) is becoming a widely accepted tool for multi-faceted development in all fields.
In view of the flexible services it offers, the new digital technologies offer
the potential to revolutionize the traditional education system. There is the
need to produce technologically literate workforce with positive disposition to
technology use and reasonable competency of performing in a borderless
knowledge based economy. According to UNESCO (2002) cited in Owhotu (2006), ICT
is a term used to describe the tools and the processes to access, retrieve, store, organize,
manipulate, produce, present and exchange information by electronic and other
automated means. These means include hardware, software and telecommunication
in the form of personal computers, scanners, digital cameras, phones, faxes,
modems, CD and DVD (digital view disc), players and records, digitalized video,
radio and TV programmes and multimedia programs.
Information and Communication Technology (ICT)
has been proven to be a very important aspect of teaching and learning
process. It plays a significant role in
development efforts as they open up new opportunities for progress, the
exchange of knowledge, education and training and for the promotion of
creativity and intercultural dialogue. These technologies can also help to
strengthen social cohesion and reinforce the capacity development for
humanities education. Higham and Macaro (1993) conceptualize a broad outlook to
gainful education that occurs through the medium of the Internet on both static
and interactive websites. They indicate that some technologies related activities
in humanities education include the use of:
- Broadcast
- Micro-computer
with appropriate keyboards and other devices to teach literacy and writing
- Keyboards,
effects and sequencers in music teaching
- Devices
to facilitate communication for students with special needs
- Electronic
toys to develop spatial awareness and psycho-motor control
- E-mail
to support collaborative writing and sharing of resources
- Video-conferencing
to support teaching of modern foreign languages
- Internet-based
research to support geographical inquiry
- Integrated
learning systems (ILS) to teach basic literacy
- Communication
technology to exchange administrative and assessment data
The
experience of introducing different ICTs in humanities education classrooms and
other educational settings all over the world over the past decades suggests
that the full realization of the potential educational benefits of ICT is not
automatic. Jung (2005) asserts that combining ICTs with effective pedagogy
could be a daunting experience for some institutions since effective
integration of ICTs into the educational system is a complex multi-faceted
process that involves not just technology. He concludes that if it is not well
adopted and domesticated in schools, educators may view the use of ICTs for curriculum
delivery as an add-on and not as an integral part of teaching and learning.
There is, therefore, the need to understand the barriers that affect the
processes through which teachers integrate ICT in teaching to the point where
technology becomes spontaneously domesticated into teaching and learning
process in humanities classroom.
ICTs in
Nigerian Context
Studies
have examined the prospects of the use of ICTs especially in the application of
computers to pedagogical work and practice in humanities education ( Umeh, 2000;
Ruthven-Stuart, 2003; Maduekwe,2006; Tinio; 2007; Kwache,2007 ). ICT offers one
of the greatest challenges of our time and organizations, especially
educational institutions, have found its usage valuable. Such advantages, that may accrue to both
lecturers and students alike in the use
of ICT, range from providing lecturers with efficient and effective language
tool (Maduekwe, 2006) taking care of students individual differences (Kwache,
2007) to making the lessons interesting, easier and more fun (Appoh, 2007) and provision
of administrative support to lecturers (Anderson, 2004).
Davis
(2002) and Cronje and Conza (2002) contend that if universities are to compete
in a global higher education development, they must embrace the technological
advancements and use them as a strategic tool, capable of transforming
educational practices. Such practices are achievable with technologically
literate and critically thinking workforces who are prepared to participate
fully in the global economics. Highlighting
the role of ICT in higher education, Yusuf (2005) confirmed that institutions
across the world have been adopting ICT in an effort to create an environment
for both learners and their instructors to engage in collaborative learning and
gain access to information. Ololube (2006) added that access to information
through ICT increases the information accessible to individuals. This will
support them in trying new strategies, thinking and creativity that are
reflective in practice aimed at engaging them to innovations through the use of
ICTs. Akudolu (2004) is of the opinion that ICT devices and programmes can
facilitate and enrich the quality of teaching and learning in humanities classroom
in the areas of listening, speech work, reading and writing. However, to Jegede
and Owolabi (2005) it appears that some of the ICT facilities are not
sufficiently provided for teaching and learning processes. According to him,
this is one of the reasons why some lecturers do not use some of the facilities
in teaching.
In
a study carried out by (Jegede & Adelolu, 2003; Bamidele,2006), it was
concluded that the use of ICT facilities for teaching and learning (in
humanities education) involves various methods which include systematized
feedback system, computer – based operation network, video conferencing and
audio conferencing, internet, compact disc (CD-ROM) and assisted instruction. Okebukola
(2000) succinctly asserted that the effective use of the various methods of ICT
in teaching will to a large extent depend on the availability of the ICT
facilities and the teachers’ competence in using such. He opined that higher
education institutions should not be influenced by features and functionality
of software but rather focus on ICT as a tool to support teaching and learning.
Besides, technology should not drive education; rather, educational goals and
needs must drive technology.
Recent
changes in Higher Education have brought about a cultural shift and led to a
review of and reflection about pedagogy (Rajesh, 2003). Part of this reflection
centers on the move towards widening participation, addressing issues involved
in accommodating greater numbers and a greater diversity of students into skill
-oriented pedagogy. Ever increasing class sizes, modular frameworks, lifelong
learning and an emphasis on skills development have been underpinned by the
introduction of student-centered learning and an increasing use of the
internet, computers, video, and other technology as a learning vehicle to
deliver the educational experience. These changes are visible in subjects that
make up the Humanities such as history, languages, and philosophy which involve
the study of culture and ideas as distinct from the sciences. In fact, it is
virtually impossible to escape the ICT in almost any facet of life, and
humanities education is no exception. An advantage for teachers is the
opportunity to use ICT to encourage and enable students to take responsibility,
thus enhancing the ability to complete a task and deal with the issues involved
in the process.
Humanities Education and ICTs
The
term Humanities comes from a Latin word “humanus”, which means ‘human, cultured
and refined. Currently, humanities is a loosely defined group of academic
subjects united by a commitment to studying aspects of human condition and a
qualitative approach that generally prevents a simple paradigm from coming to
define any discipline. According Eastman (2007), the last two decades have
witnessed a proliferation of computer technologies in humanities education. Unlike
other subjects, it is not a group of scientific or technical subjects. The
humanities are the stories, the ideas and the words that help us make sense of
our lives and our world. Humanities education helps to introduce us to thoughts
about life and what to do to make life better. By connecting us to other
people, they point the way to answers about what is right and wrong or what is
true to our heritage and history. The humanities help to address the challenges
we face together in our families, our communities as a nation. As a field of
study, humanities education emphasizes the analysis and exchange of ideas
rather than the creative expression of the arts or the quantitative explanation
of the sciences. The compendium of disciplines of the humanities includes:
- History,
Anthropology and Archaeology, the study of human, social, political, and
cultural development.
- Literature,
Languages and Linguistics explore how we communicate with each other and how
our ideas and thoughts on human experience are expressed and interpreted.
- Philosophy,
Ethics, and Comparative Religion consider ideas about the meaning of life
and the reasons for our thoughts and actions.
- Jurisprudence
examines the values and principles which inform our laws.
- Historical,
Critical, and Theoretical Approaches to the Arts reflect upon and analyze
the creative process.
- History,
Theory, and Criticism of the Arts
- Aspects
of the Social Sciences Which Use Historical or Philosophical Approach.
- Humanities,
General and Interdisciplinary.
These
academic disciplines or subjects deal with human values, perceptions, feelings,
attitudes and the likes. The teaching of the humanities is intended to make
students realize that the mere possession of knowledge is useless unless it is put
to useful ends. Humanities education, therefore, is the instrument for helping
the individual to build lasting societal and personal values, the knowledge and
skills needed to become productive and responsible members of the society. In
humanities education, thus, we see the development of the whole person, which
is the goal of present day education. A humanist is one who is able to think
critically, solve problems, take rational decisions and contribute meaningfully
to society.
There
is, at present, a groundswell of interest in how computers and the internet can
best be harnessed to improve the efficiency and effectiveness of Humanities
education at all levels. Some of the major activities and characteristics of
humanities are participation in debates, discussions, reading, independent
study, critical thinking and research. It is evident that ICT- enhanced
learning encourages learner participation and cooperation among students,
promotes team spirit, critical thinking and enhances global awareness and much
desired communicative skills. Since the four language skills have an important
place in humanities education, adult learner’s as much as young students can
build their communication and interpersonal skills as they use ICT tools to
speak, discuss, respond to questions, listen to speeches etc. The preparation
and delivery during such activities can help in fostering critical thinking,
self confidence and assurance in addition to comprehension skills.
These
methods could be supported with such tools as films, slides, video clips,
projectors, e-mail, discussion forum, DVD and television programmes. Technology
profoundly affects learning and teaching in the humanities as well as the
nature of humanities. In most cases as well, traditional materials such as the
textbook and chalkboard, and technology such as laboratory equipment, radio,
film, projectors and computers have been used to support classroom teaching.
All in all, the use of technology to
support classroom teaching does not radically change the teaching method.
Rather, the teacher remains the key player in determining which, when, where
and how to integrate these learning technologies in the humanities classroom.
Theoretical Underpinning and Assumptions: Theory
of Domestication
The theoretical underpinning for this present study is based on
the theory of Domestication as propounded by (Chigona, Chigona, Kayonago, and
Kausa,2010; Alampay, 2006; Frissen, 2000; and Pelgrum,2001). The definitions of
these terms are outlined below.
Domestication Paradigm
According to them, domestication is described as the process of
technology adoption into everyday life. The framework looks beyond the adoption and
use of ICTs (as well as gratifications or benefits) to ask what the
technologies and services mean to people, how they experience them and the
roles that these technologies can come to play in their lives. The processes
observed in this framework are concerned with how individuals encounter
technologies and deal with them, sometimes rejecting them and at other times accepting
them (Rogers, 2003).
The
domestication paradigm was devised by Chigona, Chigona, Kayonago, and Kausa (2010).
According to them, domestication consists of three main processes namely: Commodification, Appropriation and Conversation.
Some researchers split the
appropriation stage into Objectification and Incorporation stages, thus making
four stages (Frissen, 2000). This study adopted the four stage process of
domestication. Commodification refers to the way a technological product is
designed and is given an image by the users as it emerges into the public
space. At this stage, symbolic and functional claims about the product are
noted. The product is evaluated on how well it would satisfy the teachers’
perceived needs (Warschauer, 2004). In the case where the teachers have the choice
of adopting, the commodification process may affect his/her decision to acquire
the product. Once purchased by an individual or an organization, the product or
object goes through a process of appropriation.
At this stage the product is
possessed by the owner and becomes authentic. When looking at appropriation,
the objectification process is considered to examine how the product finds
space and enters the geographical area of the owners. Objectification does not
necessarily mean the product is accepted by the potential adopters. Product is
then incorporated into the daily routines of its owners. Incorporation begins
by first integrating the product in temporal structures both formally (in the
work schedules) and informally (in the routines and habits).
In
the conversion stage, the adopters of the innovation show their adopting by
displaying it to the outside world physically or symbolically (Habib, 2004). In
case of ICT for curriculum delivery, the display could be by individual
teachers within a school environment or by the entire school as an adopter
displaying to other schools. The first two stages of the domestication process
are equivalent to what is normally referred to as adoption in most adoption
frameworks (Pedersen & Ling, 2003). Thus, it is noted that the
domestication framework allows for investigating the processes beyond the
acquisition of the technology. The domestication framework has been used to
study the adoption processes of a variety of technologies including personal
computers, televisions and mobile phones (Perdersen & Ling, 2003). Again it
should be noted that although the framework is mainly used to study person or
household adoption of technology, others recommend that it can also be used to
study organizational domestication of technology. In this paper, we employed
the domestication framework as the lens to understand the perceived obstacles impinging
on domesticating ICTs in the pedagogy of Humanities Education in Nigerian
Universities.
Research Problem
There is an urgency regarding the improvement
of the quality of Humanities education. ICT is perceived as a necessary tool for this
purpose. Adeoye (2009) noted that ICT requires teachers to be committed to a
constant and changing learning curve which may involve a mixture of formal and
less formal technique if they are to acquire and develop the skills needed to
be an effective ICT user. However, he lamented that many university lecturers
still find it difficult to be potential ICT users given the difficulties they
face. In support of this notion, Webber
(2003) noted that globally, there are major obstacles to the domestication of
ICT in humanity education which cut across all levels worldwide and is still
not well addressed. The urgency of action
in this regard has become even more imperative considering the impact of
globalization and the rapidly expanding role of knowledge, information and
communication technology and the interface between education society, economy,
culture and technology (UNESCO Draft Programme and Budget 2002-2003).
Purpose of the Study
This
study therefore sought to determine the perceived obstacles to the use of ICT
in humanities education. Secondly, the study aims at establishing if the
obstacles involved vary in different universities.
Research Questions
To
achieve the objective of this study, the following research questions were posited:
1.
To what extent
does health, psychology, power, socio-economic, training, attitude, cultural,
political, personal, economic and technical factors militate against lecturers’
use of ICT in teaching at the sampled universities in Nigeria?
2.
Do these
obstacles/ barriers vary from one university to the other?
Method
Design
The
study adopted a descriptive survey research design to find out the obstacles to
the domestication of ICT in Nigerian universities.
Participants
The
participants in this study were lecturers from four Nigerian universities, two
from the South Western Nigeria and two from the South Eastern Nigeria. These universities
are: University of Lagos, Akoka, (Univ A), Lagos State University, Ojo (Univ B),
University of Nigeria, Nsukka (Univ C), and Ebonyi State University, Ebonyi (Univ
D) which are randomly selected from South-West and South-Eastern States of
Nigeria. We shall be referring to these universities as University A, B, C, and
D. Lecturers were selected from the various faculties in these universities via
a simple random sampling technique. Sixty lecturers were sampled in each
university giving a total of two hundred and forty (240) respondents.
Instruments
The Questionnaire
The
major instrument employed in collecting the data for this study was an open
type questionnaire supplanted with unstructured interview session. The
questionnaire comprised 20 items and each item was structured on a five point
Likert scale ranging from a score of 1 to 5, with 1 = strongly disagree and 4=
strongly agree. Two lecturers of computer technology and two Humanity Education
Unit lecturers scrutinized the items of the scale to ascertain the content
validity. Their observations and comments were given due consideration hence
the number of items was reduced from fifty two to forty- nine before the final
draft. Using the test- re-test procedure, the final draft of the questionnaire
was pilot tested on a group of lecturers (N= 25) teaching in one of the nearby
university but not within the schools selected for the study. The Cronbach
coefficient alpha of the instrument obtained was of 0.768 and was considered
adequate for the study.
Data
Analysis
The
study utilized descriptive statistics such as frequencies, percentages,
reliability tests and Analysis of Variance (ANOVA).
RESULTS
The
results of the data analysis indicating the mean of all variables hindering the
domestication of ICT in Humanities education are shown on Table 1.
Research Question 1: To what extent
does health, psychological, power, socio-economic, training, attitude,
cultural, political, personal, economic and technical factors militate against
lecturers’ use of ICT in teaching at the universities?
To analyse the research question
above, Arithmetic mean was used after rating each response on a 5-point basis.
Results are stated in Table 1.
Table 1: Respondents views on
Factors Militating Against Use of ICT By University Lecturers.
|
Factors / Barriers
|
Mean of Responses
|
Ranking of Barriers
|
|
Electricity (Power)
Economic
Political
Socio-economic
Health
Training
Personal
Psychological
Culture
Attitude
Technical
|
3.158
2.815
2.507
2.255
2.248
2.125
2.094
1.866
1.460
1.353
Technical
|
1st
2nd
3rd
4th
5th
6th
7th
9th
10th
11th
8th
|
Table 1 above showed 11 factors
that are militating against lecturers’ use of ICT in the universities and indicated
the degree of seriousness of the barriers. The most disturbing factor is
irregular power supply which pooled the highest mean score (3.158) out of a
maximum of 5. This translates to over 63% of the respondents complaining about
this factor. The next serious factor is economic which pooled or recorded 2.815
as mean score that translates to over 56% of the respondents. Other factors
have different degrees of seriousness in militating against lecturers’ use of
ICT in teaching included socio-economic= 2.255, health= 2.248, training=2.125,
personal=2.092 and attitude ( = 1.353), culture (= 1.460) and psychological ( =
1.866) which do not have any serious effect on lecturers’ use of ICT in the universities.
Research Question 2 Do the factors / barriers vary from
one university to another?
Table 2: The Mean Average factors
militating lecturers’ use of ICT for Teaching in different universities.
|
FACTORS
|
UNILAG
(UNIV. A)
|
LASU (UNIV.B)
|
EBSU
(UNIV.C)
|
UNN
(UNIV.D)
|
|
Health
|
2.1944
|
2.1298
|
2.5529
|
2.1142
|
|
Psychological
|
1.1620
|
1.8846
|
2.7115
|
1.7068
|
|
Power
|
3.1759
|
2.9599
|
3.5000
|
2.9954
|
|
Socio-economic
|
2.1528
|
2.2548
|
2.5577
|
2.0556
|
|
Training
|
2.5231
|
2.1795
|
1.6442
|
2.1528
|
|
Attitude
|
.9031
|
1.5449
|
1.7215
|
1.2420
|
|
Culture
|
1.1194
|
1.8192
|
1.4567
|
1.4444
|
|
Political
|
2.1093
|
2.0740
|
3.2315
|
2.0926
|
|
Personal
|
1.6562
|
2.2660
|
2.5147
|
1.9401
|
|
Economic
|
2.3951
|
2.6603
|
3.4551
|
2.7500
|
|
Technical
|
1.6204
|
2.2067
|
2.9471
|
1.5833
|
Table 2 showed the Arithmetic mean
scores of the ratings of the factors militating against lecturers’ use of ICT
for teaching in different universities. Table 2 showed that power is a dominant
factor militating against lecturers’ use of ICT in all the four universities as
it ranked first in each of the universities. The degree or level the other
factors affect lecturers’ use of ICT vary from one university to another. For
instance, in Univ.A the second serious factor is Training (2.5231), in Univ.B
it is Economic (2.6603), in Univ.C is also Economic (3.4551) while in Univ.D it
is also Economic (2.75). It implies that while the lecturers in the other 3 universities
see Economic is an issue, at Univ.A, training is more of an issue than
Economic. The least important factor to lecturers’ non-use of ICT at Univ.A, Univ.B,
and Univ.D is attitude while in Univ.C it is culture. Table 2 also showed that
technical ( = 2.9471) and psychological
(2.7115) factors are considered as serious obstacle to lecturers at Univ.C, they
are not to lecturers in Univ.A and Univ.D.
In summary, by examining the means
collectively for all factors per university, it was observed that factors that have
the greatest effect on lecturers are found at Univ.C followed by Univ.B, then Univ.A
and Univ.D.
DISCUSSION
This
study investigated the nature of barriers hindering the domestication of ICT in
Humanities Education Unit in Nigerian Universities. The results revealed that four
major variables: power, economic, political and socio-economic factors ranked
highest and combined among the obstacles affecting lecturers’ domestication of
ICT in Humanities education. However, other factors are slightly significant. It is evidently clear
that in the four universities, Univ. A, B C and D, the power
factor ranked first as the most inhibiting obstacle in ascending order (3.158),
economic (2.815), political (2.507), and socio-economic (2.255), while other
factors have different degrees of seriousness in militating against lecturers’
use of ICT with attitude,(=1.353), culture,(=1.460), and psychological,
(=1.866) ranking least among the obstacles to the use of ICT in the sampled universities. Furthermore,
the findings of the study indicate that epileptic power supply is a major hindrance
to lecturers’ use of ICT with the highest mean score of 3.158 out of a maximum
of 5. This research finding is in consonance with earlier studies
of Ushie, Beshel, Asanga and Inyang, 2008; Akudolu, 2002; Adomi, 2005;
Osondu, 2006 who asserted that erratic power supply by Power Holding Company of
Nigeria (PHCN) is a major constraint to
the use of ICT such that where the facilities are available, use is impossible.
Busari (2006) also confirmed that a stable power supply reshapes a nation’s
economy and mentality towards ICT positively.
The
results about the economic and socio-economic obstacles which pooled 2.815 and
2.255 as mean scores are respectively significantly and potent one of the
reasons that often dictate lecturers
attitude towards acceptance, acquisition
of knowledge and skills, integration and effective diffusion and domestication
of computer technology in Humanity classrooms. Implicitly, the economic and
social-economic context of the institutions also affects the ICT adoption. In an affluent setting like University A,
many lecturers have access to computers and Internet at home and therefore are
confident with the use of technology within the school environment. In
contrast, many in institutions in disadvantaged areas do not have constant
power supply let alone of ICT amenities at home and therefore are less familiar
with their use. Such lecturers have low propensity to the use of computers. This
finding is in consonance with Owhotu (2009) who noted that many states in
Nigeria especially, but not exclusively, the northern states, with low
education indicators, are trying to expand the system at the same time as
improving the quality and outcomes of the institutions. In these settings, the ICT
output is low and the demand for skilled graduates is high. Salawu (2002) found
that government policies as well do not make provision for adequate funds for
procuring ICT infrastructures in higher institutions. Hence lecturers, who see
themselves as being computer competent and confident, are favorably disposed to
independent self sponsorship.
Linked
to this is the problem of limited resources which negatively affects the
domestication of technology. Most of the institutions sampled suffer high student
ratio which has discouraged some lecturers from incorporating ICT in their
teaching and learning. This finding corroborates Udeani’s (2006) assertion that
adequate equipment, connection cost and population of students are generally
excessive barriers for developing countries in Africa, South Asia, Latin
America and the Caribbean.
Another
major outcome of this study is the issue of health variable which recorded a
mean score of 2.248 as a serious contributory obstacle. This outcome indicated
that despite the re-assuring measures taken by some institutions, some
lecturers have attributed various health problems to visual strain, frontal
head ache, mental fatigue, ruptured eye vessels, swollen hands and fingers.
This finding coincides with previous findings by (Baylor & Ritche 2002;
Namlu & Ceyhan, 2002; Deniz, 2007) who posited that headache, muscle
strain, skin allergies and eye damage are all too common health hazard to
prolonged computer use.
The
result of this study further revealed that politics significantly served as
obstacle to the diffusion of Information Communication Technologies with a mean
score of 2.507. By implication, we
observe that contextually different environments bring about different
challenges in implementation and utilization of ICT within pedagogical
practice. For instance, in some states, the ICT policy may not augur well with
some institutions. In some institutions
where there is a top-down management style
with little consultation between levels, staff members may feel coerced into using ICT and therefore
may not use it effectively (Czerniewicz & Brown, 2009). Lecturers may feel
constrained by lack of institutional support and political will and may feel
unsure of the direction they may take and the purpose the use of ICT is meant
to serve. Furthermore, research has confirmed that institutional politics,
vision and leadership provided in well managed institutions enable lecturers to
use ICTs more productively than their counterparts in institutions which are
not well politically managed (Czerniewicz & Brown, 2009).
Findings
of this study show that lack of adequate training is equally emphasized as a 6th
serious barrier for lecturers to be good users of ICT. The study also revealed
that most lecturers prefer the traditional method of teaching which is the
‘chalk-talk’ method to teaching using ICT. This finding is in line with the
argument of Ikoro (2002), who stated clearly that lecturers are so used to the
traditional method of teaching and therefore see the introduction of ICT as
time consuming and sometimes unnecessary. In support of this notion, Auala,
(2003) and Owhotu (2009) noted that institutions of higher learning in Nigeria
have not taken up the challenge to professionally train their lecturers in ICT
use which is responsible for the latters’ indifferent attitude to the use of
ICT. The professional development of lecturers sits at the heart of any
successful technology and education programme as (Baylor and Ritchie, 2002;
Sofoluwe & Badmus, 2004) conclude that professional development has a
significant influence on how well ICT is embraced in the classroom.
Surprisingly,
attitude, culture and psychology as variables did not contribute much to the
obstacles towards the domestication of computer technologies with a mean score
of 1.353, 1.460 and 1.866 respectively. The reason for this is not far-fetched
because teachers may have the right attitude but once the right support and infrastructure such as physical space,
furniture, electricity and internet connectivity are not available it might be difficult to benefit from
technology. This outcome thus negates previous research by Nwagwu (2006) who
noted that if lecturers want to successfully adopt the use of technologies in
their lectures, they must possess positive attitudes. An important factor in
the implementation of ICT is the users’ acceptance which in turn is influenced
by their attributes and attitudes towards the media.
RECOMMENDATIONS
1.
In order to revamp the Humanity Education
system, there is need to produce a technologically literate workforce who are
competent to rise up to the challenges of technological innovations. ICT must
be given necessary attention by institutions to ensure it is integrated and
domesticated into our educational system.
2.
Effective use of the various methods of ICT
in Humanity Education will invariably depend on the availability of the ICT
facilities and the teachers’ competence in using such. Government at various
levels should therefore equip teachers with the necessary tools such as computers,
computer laboratories, laptops and technical assistance that would enhance
their computer literacy. Since frequent use of computers is an antidote for
computer anxiety, Humanities Education should ensure their laboratories are internet
networked so as to encourage more teachers’ access to computer technologies for
the present and future use.
3.
Teachers’ professional development is a
lifelong phenomenon. Like any other reform effort, the use of technologies
cannot be achieved by one shot training course. As technology is changing very
fast, teachers need to be upgraded with these changes in order to get positive
results in Humanities Education.
Although
Humanity Education programmes do not typically include technology training, it
is now quite obvious that interactive and communication technology training
needs to be compulsorily incorporated into the pedagogy to achieve the greatest
educational impact and domestication.
CONCLUSION
This
study has shown that despite the willingness of lecturers to integrate ICT in their teaching and learning process,
variables like power, economic, political, training and health issues in
institutions make it difficult for a firm ground to be established for the
domestication of ICTs’ in Humanities Education in the sampled universities. This implies that in reality, access does not
equate to effective usage and the achievement of the desired impact. The
proliferation of technologies has complicated the teaching learning process and
finding show that the best ways of integrating technology into classroom
practices is one of the challenges the 21st century teachers face.
Moreover, integrating and domesticating ICT into humanities education is much
more complicated because of the different perspectives of the compendium of
subjects and disciplines involved.
In
this respect, teachers as sole implementers are expected to have knowledge,
skills and positive attitudes towards the implementation of ICT in institutions
of higher learning. We need to acknowledge that the success of implementation
is more serious than just providing computers and securing a connection to the
internet. According to Fullan (1991) the process of change implementation is
planned along three stages, namely: adoption, implementation and institutionalization.
Consequently, an awareness of any obstacle that teachers face could lead to the
development of solutions to overcoming these obstacles, develop useful training
programmes and encourage the use of ICT.
Overall, no single solution exists to address
the immense challenges of ICT domestication in a second language context.
Perhaps, both teachers and trainees require an ongoing support and
opportunities to experiment with ICT skills and strategies in a pedagogically
innovation perspectives. Postman (1993) asserted that in our technicalized,
present-centered information environment, it is not easy to locate a rationale
for education, let alone impart ICT convincingly. To achieve the goal of
humanity education, we need teachers and students who will understand the
relationships between techno and our social and psychic worlds, so that they
may begin informed conversations about where technology is taking us
(Warschauer, 2003). This does not mean that ICT should replace the traditional
method of teaching. Rather, effective domestication of ICT into the traditional
method in the humanities will make for more balanced pedagogical outcomes.
REFERENCES
Adomi, E. E. (2005) Internet development
and connectively in Nigeria. Retrieved
28/01/2009 from:
Akudolu,
L. R. (2002) Information and communication technology (ICT) centered
education: A necessity for national
development. Nigeria Journal of Computer
Literacy (NJCL) vol. 3, pp. 12.
Akudolu,
L. R. (2004). Teaching the language arts.
Enugu: John Jacobs’ Publishing.
Akudolu,
L. R. I (2004) Comparative analysis of the effects of computer assisted
language learning (CALL) and
conventional French instruction (CFI) on
students’ performance in French Language.
An International Journal on Information
and Communication Technology (December,
2004) Volume 1, No.1 and 2
Adomi,
E. E. (2005). Internet development and connectivity in Nigeria. Retrieved
28/01/2009 from:
Alampay,
E. A. (2006). Beyond access to ICTs: Measuring capabilities in the
information society. International Journal of Education and
Development using
Information and Communication Technology, Vol.
2, Issue 3, pp. 4-22.
Appoh,
J. (2007) Integrating technology into the process of teaching and learning.
Journal
of Research and Development in Education (JORDE) 7, 129-135.
Badmos,
A. M. (2004). Computer instruction: An approach that expedites the system
of
education. NJCL. vol. 5, no. 1, pp
21-29.
Bates,
T. (2001) National Strategies for
e-learning in post – secondary education and
training, Paris: UNESCO.
Baylor
A. Ritche D, (2002). What factor facilitate teacher skill, teacher morale and
perceived student learning in
technology using classrooms? Computers
&
Education, vol. 39, no. 1, pp. 395 – 414.
Busari,
Temi O. (2006). Information and communication technology in science and
technology education. In V. B. Owhotu
(ed.). An Introduction to Information
Technologies in Education . Lagos: Sibon publishers. pp. 101 – 103.
Chigona, A. Chigona, W. & Davis, Z. (2010). Motivating
factors: Educators’ use of
ICT
in schools in disadvantaged areas in the Western Cape. International
Conference on Information Management
and Evaluation, University of
Cape Town,
Cape
Town.
Collins, B. (2002) Information Technologies for
education and training. In
Adelsberger,
H., Collis, B and Pawlowski, J. (eds) Handbook on Technologies
for Information and Training. Berlin: Springer Verlag.
Cronje
and Conza (2002). Computers for Africa: Lessons learnt from introducing
computers in schools in Mozambique.
Available at
Czerniewicz
L. & Brown, C. (2009). A study of
the relationship between institutional
policy, organizational culture and
e-learning use in four South African
Universities. Computers & Education. 53 (1), pp. 121-131.
Deniz,
L. (2007). Prospective class teachers’ computer experience and computer
attitudes. International
Journal of Social Sciences, vol. 2, no. 2, pp. 116-122.
Eastman,
J. (2007). Enhancing classroom communication with interactive technology:
How faculty can get started. Journal of College teaching methods &
styles, vol. 3,
no. 1, pp. 31-37.
Frissen,
V. A. J. (2000). ICTs in the rush hour of life. The Information Society 16(2000)
65-75.
Fullan,
M. (1992). Successful School Improvement:
The Implementation perspective
and Beyond. Open University Press, Philadelphia, USA.
Ikoro,
F. M. (2002). Information sources for effective teaching and learning in
Nigerian
Languages. Language Librarianship
1(2), 21 – 29.
International
journal of Instruction. January 2009 edition, volume 2.
Jegede,
D. O. & Adelodun, O. A. (2003) The status of computer education in Nigeria
secondary schools: The African symposium,
3(3) 1-4. Retrieved July 10, 2004
Jegede,
P. O. & Owolabi, J. (2005). Effects of professional status, subject
discipline
and computer access on computer
attitudes among teacher educators in Nigeria
colleges of education. Information Technology Journal, vol. 4,
no. 2, pp. 158-162.
Jung,
I. (2005). ICT – Pedagogy Integration in Teacher Training: Application cases
worldwide.
Educational Technology and Society 2(3),
pp. 387-394.
Kwache,
P. Z. (2007) The imperatives of information and communication technology
for teachers in Nigeria higher
education. MERLOT Journal of Online Learning and
Testing (JOLT). Available from http://jolt.merlot.org/vol.3no4kwache.htm.
Accessed 30/03/2009.
Maduekwe,
A. N. (2006) Perspectives on teacher education and ICTs in
language classroom. In V. B. Owhotu
(ed.) An Introduction to Information
Technologies in Education. Lagos: Sibon Books Ltd.
Majasan,
B. U. (2003) Towards a focus on ICT. Ibadan: Technology in Nigeria: Revolution
or Evolution. Retrieved from:
Namlu,
A. & Ceyhan, E. (2002). Computer
anxiety: A study on university students.
Eskrsehir: Eskrsehir University
Publishing,
Nwagwu.
W. (2006) Integrating ICT into the globalization of the poor developing
countries. Information Development, 22(3), 167-179.
Okebukola,
(2000) Teachers advised to acquire computer education. The Guardian
Newspaper. Thursday, August 14, 2000, pp. 36.
Oliver,
R & Towers, S. (2000). Benchmarking ICT literacy in tertiary learning
settings. In Rasims, M. O’ Reilly &
S. Sawkins (eds) Learning to Choose:
Choosing to learn. Proceedings of the 17th Annual ASCILITE Conference (pp
381-390) Lismore, NSW: Southern Cross University
Press.
Otunla,
A. (2005). Information and communication media in education and health
sciences: Techniques, production and
presentation Lagos: Joslam Ltd Nigeria
Enterprise.
Owhotu,
V. B. (2006). An Introduction to information technologies in education.
In V. B. Owhotu (ed.) An Introduction to Information Technologies
in
Education..Lagos: Sibon Books Ltd.
Owhotu,
V.B. (2009). Goals, challenges and prospects
of UNESCO teacher training
initiative in Sub-Saharan Africa. In V.
B. Owhotu (ed.) Innovation and Best
Practices in Teacher Education. pp. 35
Oyewo,
O. T. (2008). The place of technology in education: Policy, organizational
culture and e-learning use in four South African universities. Computers
and Education Lagos: Logan Publishers, 53(1) pp.39.
121-131.
Pedersen,
P. and Ling, R. (2003). Modifying adoption research for mobile internet
service adoption,: Cross disciplinary
interactions, Proceedings of the 36th
Hawaii
International Conference on System Sciences.
Pelgrum,
W. (2001). Obstacles to the integration of ICT in Education: Results from a
worldwide educational assessment. Computers & Education 37(2) 163-178.
Postman
Neil (1993) Technopoly: The surrender of
culture to technology. Vintage
Books: New York 198, 186.
Rajesh,
M. (2003) The study of the problems associate with ICT adaptability in
developing countries in the context of
distance education. Turkish Online
Journal
of Distance Education (TOJDE), 4(2).
Rogers,
E. M. (2003). Diffusion of innovations (5th
ed.). New York: Free Press.
Ruthven
– Stuart, P. (2003) Integrating ICT into a university language curriculum:
Can it be done successfully? Hokuriku:Bulletin
of Hokuriku University, 27, 159-176.
Salawu,
I. O. (2002) Towards effective integration of ICT into teacher education
curriculum in Nigeria, Nigeria Journal of Computer Literacy (NJCL) vol. 3, pp. 73.
Stephen,
J (ed) (2001)Teaching and learning
online: Pedagogies for new technologies.
London, Kogan publishers.
Tinio,
V. I. (2007) ICTS in education: Changes in integrating ICTs in education.
Available at http://en.wikibooks.org/key Accessed 25/02/09.
Udeani,
Uchenna (2006) Gender and information and communication technology
in education. In V. B. Owhotu. An Introduction to Information Technologies
in
Education. Lagos:Sibon Publishers. pp. 205 -208.
Ushe,
Beshel, C., Asanga D. and Inyang, J. (2008 ). Academic staff use of internet in
federal colleges of education in middle
– Belt Nigeria. In Biodun Akinpelu
(Ed) Nigeria Association for Educational Media and Technology (NAEMT)
Conference Proceedings. LASU.
Warschauer,
M. (2003). Technology and social inclusion:
Rethinking the digital
divide. Cambridge; Massachusetts Institute of
Technology Press.
Warschauer,
M. (2000). The changing global economy and the future of English
language
teaching: TESOL Quarterly, 34(3), 511
– 535.
Webber,
C. (2003) Introducing new technologies and educative leadership. Journal of
Educational Administration 4(22), 119 – 123.
Yusuf,
M. (2005) Information communication technology and education: Analyzing
the Nigerian national policy for
information technology. International
Education
Journal 6(3), 316-321.
No comments:
Post a Comment