CHAPTER ONE
INTRODUCTION
Background to the Study
Information and communication technology (ICT) is a programme that has changed many aspect of the way people manage information and communication. If ICT is to be compared with such fields as medicine, tourism, business, law, banking and architecture during the past two or three decades, its note has been enormous. The way these fields operate before is different from the ways they operate at present. As pointed out by Kennedy and MC Naught (2000) when one looks at education there seems to have been less influence and change than other fields have experienced. A number of people have attempted to explore this lack of activity and influence, these include Soloway and Prior (2001) and Collins (2002).
Oliver and short (2002) stated that in recent times, factors have emerged which have strengthened and encourage moves to adopt ICT in classrooms and learning settings. These have included a growing need to explore efficiencies in terms of program delivery, the opportunities for flexible delivery provided by information and communication technology system and the growing use of internet and www as tools for information access and communication have witnessed growth in recent time (Oliver and Towers, 2000).
ICT is a generic term that refers to technologies which are being used for collecting, storing, editing and passing on information in various forms. A personal computer is the best known example of the use of ICT in education, but the term multimedia is also frequently used. Multimedia can be interpreted as a combination of data carriers, for example video, CD-ROM, floppy disc and Internet and software in which the possibility for an interactive approach is offered (Smeets, 1996).
Information and communication technologies (ICTs) have become key tools and had a revolutionary impact of how we see the world and how we live in it. This phenomenon has given origin to the contemporary and advances in our ways of life. ICT is having a revolutionary impact on educational methodology globally.
Although ICT recognized resources will differ from school to school, opportunities to create effective learning and teaching environments makes it necessary for tutors to not only talk about ICT in the classroom but also to model best practice by demonstrating different ways in which technology can enhance the delivery of ICT. ICT within the context of ICT teaching should be used to create stimulating and motivating learning environments and provide a breadth of experiences to trainee teachers. Tutors should therefore provide experiences that clearly demonstrate to trainees how they too can use ICT in the delivery of ICT to the pupils they teach.
The world has turned to be a global village now as a result of Information Communication Technology (ICT). Simply put, we are in the era of information age. These technologies have brought profound changes to all human endeavours. The ease of data collection, processing, transmission, and interpretation provided by these technologies have engendered the flow of information across boards and between individuals, cultures, nationalities, corporate bodies and organization as never before, causing great technological, economic and social changes and binding the world ever more closely together. The call for the 21st century literacy in ICT simply reflects the fact that the call for an educated citizenry and work force continues to rise to reflect changes in the society: Hardly could we not talk of involvement of ICT in all sectors of life; be it in medicine, business, banking, politics, military, economics, insurance, and even education. For teachers and their students, the availability of modern computers, peripherals, networking and resources within an increasingly diverse range of technologies is an essential part of learning and teaching in the 21st century. ICT constitutes an input in the student learning process and this should help to produce better learning output. The availability of ICT resources can enhance learning by making education less dependent on differing teacher quality and by making education available at home throughout the day (Mbwesa, 2002). Bonnet (2007) argues that the use of ICT can positively transmit knowledge to students. Furthermore, the availability and use of ICT can help students exploit enormous possibilities for acquiring information for schooling purposes and can increase learning through communication (Riel, 2008).
Statement of the Problem
The new curriculum of Office Technology and Management has no doubt come with some challenges that must be met by both the lecturers and the students in order to achieve the general objectives of the programme. The resources namely, human, material and financial which are the basic requirements for the attainment of the objectives of the new programme are not available. The challenges include lack of funds, insufficient number of ICT gadgets like projector, laptop computers, printer and visual aids among others in the learning environment.
Purpose of the Study
This research examines the availability of information and communication technology (ICT) in the teaching of Office Technology and Management in tertiary institution in Ekiti State.
The objectives of this study are:
- To ascertain the problems that is usually encountered in the use of information and communication technology.
- To determine the availability of ICT gadgets in the teaching of Office Technology and Management in tertiary institutions in Ekiti State.
- To examine the impact of ICT tools on the teaching and learning of Office Technology and Management in tertiary institutions in Ekiti State.
Research Questions
The following research questions were raised for the study:
- What are the problems that are usually encountered in the use of information and communication technology?
- How available are the ICT gadgets in the process of teaching Office Technology and Management in tertiary institutions?
- What are the impact of ICT tools on the teaching and learning of Office Technology and Management in tertiary institutions in Ekiti State?
Significance of the Study
This study discusses the availability of information and communication technology gadgets in tertiary institution in Ekiti State. The availability and the effective use of information and communication technology will provide support for modified educational programme to meet the needs of individual learners. Effectiveness of information and communication technology will develop ability to reason well, solve problems, communicate effectively, negotiate outcome, manage time, project management and collaboration and team work. Students, teachers and schools or institutions will find the outcome of this study useful in their planning and other school activities. Moreover, the outcome of this study will in no small measure increase the speed and accuracy of students in their day to day learning and also to realize the importance of ICT in teaching and learning process.
This study is also a contribution to the field of knowledge that researchers in the area of information and communication technology will find out in their research.
Scope of the study
This study was limited to tertiary institutions in Ekiti State, in investigating the availability of ICT gadgets for office technology and management.
Definition of terms
Information and communication technology: The scientific method of storing and processing information and corresponding, sharing, exchanging and sending such information from one place to another.
Gadgets: A device or control that is very useful for a particular job
Information: Facts or knowledge provided or learned
Communication: The means of sending information.
Technology: The application of scientific knowledge for practical purposes.
CD-ROM: A compact disk that is used with a computer (rather than with an audio system); a large amount of digital information can be stored and accessed but it cannot be altered by the user.
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