Assessment of Information and Communication Technology Integration in Teaching and Learning in Institutions of Higher Learning

Abstract

Employing survey research design of the ex-post facto type, this study examined information and community technologies integration in teaching and learning in institutions of higher learning in Delta State, Nigeria. Four research questions and four hypotheses guided the investigation. Descriptive statistical tools such as mean and standard deviation were used to answer the research questions while t-test of significant difference was used to test the hypotheses. A sample of 560 students and lecturers were selected through simple random sampling technique from four out of seven institutions of higher learning in the state. The result obtained showed that the level of availability of ICTs for their effective use in teaching and learning in institutions of higher learning in Delta State is low. The benefits of using ICTs in teaching and learning include improve quality of instruction, caters for different learning styles and increased opportunity for collaborative networking and research. The factors acting as barriers to effective integration of ICT in teaching and learning in the institutions include poor government attitude to ICT policy, inadequate funding of ICT facilities and low level of ICT literacy among students and Lecturers. The strategies for effective integration of ICT in teaching and learning in the institutions were identified to include provision of electronic classrooms and laboratories, provision of pedagogical training in ICT for Lecturers. The study recommends that administrators of institutions of higher learning should incorporate ICT into their strategic plan to ensure that they link the institution with Local Area Network (LAN).

Motivational Factors Affecting the Integration of Information and Communication Technology (ICT) in Education by Faculty Members: A Developing Country Perspective

“…These findings align with the findings of other studies. Asiyai (2014) found that a lack of governmental and institutional support would negatively influence faculty members' use of ICT in their educational practice. Salehi et al (2014) found that the availability of adequate budgets and suitable technical and structural resources would encourage faculty members to use ICT.…”

“…These findings align with the findings of other studies. For instance, Asiyai, (2014) found that faculty members and students believed that the integration of ICT in their educational practice had several benefits including: enhancing the quality of their teaching, matching learning styles, and enhancing collaborative networking and research. Salehi, et al (2014) reported that "educational benefits" was one of four factors that encouraged faculty members to integrate ICT into their educational practice.…”

“…In Nigeria, Asiyai (2014) examined faculty members' use of ICT in their teaching. Asiyai used a survey in which 560 students and lecturers completed a questionnaire.…”

¿Cómo utiliza el profesorado universitario las tecnologías digitales en sus aulas?

“…Asimismo, y en el contexto del Espacio Europeo de Educación Superior, la utilización de recursos digitales como redes sociales permite y favorece todo aquel aprendizaje que se asocia al nuevo paradigma que habla del trabajo en equipo, feedback, aprendizaje autónomo…, facilitando metodologías más activas y participativas (Cabero, Ballesteros, y López, 2015;Gómez, Roses, y Farias, 2012;Marquès y otros, 2006) y expandiendo el acceso a la información en cualquier lugar y momento (Ifeoma, 2014).…”

Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

“…In a report released in 2012, the OCED proposed that ICT literacy is a multidimensional construct consisting of three separate components: the technical use of software and hardware, engagement in cognitive processes, and the extent of literacy tasks via reading and writing of digital materials (Asiyai, 2014). However, most existing research utilises cognitive and technical components combined as if they are homogenous proxies for overall ICT literacy suggesting it is one-dimensional in nature (Oliver & Goerke, 2008;Slechtova, 2015).…”