Modelling Ict Integration in Teaching and Learning of Technical Education

Abstract

The use of ICT facilities in teaching and learning is promising as it continues to yield impressive result from the studies conducted around the developed world economies. Results of similar studies from developing economies revealed gap in the use of ICTs in teaching and learning, especially, in some higher institutions offering Technical and Vocational Education (TVE). Emerging developing economies like Nigeria, is now striving to integrate the use of ICTs in teaching and learning of its TVE programmes. In view of that, this research aimed at developing a functional model that consisted of areas considered important for integration of ICTs into teaching and learning process in TVE. Regression Model Analysis was used to analyse data collected from a Rasch analysed questionnaire distributed to a total of one hundred and forty (140) respondents drawn from five higher institutions offering TVE in north-eastern Nigeria. Being a mixed method adopted research; a qualitative data collected through interview was further subjected to qualitative analysis procedures. A functional model of five (5) important areas and 4 categories emerged

A Primer on the One-Parameter Rasch Model

“…If a method could be devised to provide a better assessment of test items such that items measuring the same ability level could be eliminated, then the tests themselves could be shortened and test takers would be less likely to suffer from "test fatigue" as a result. A recent study by Shu'aibu et al (2013) uses Rasch to identify the likelihood of redundant items is their questionnaire which could lead to fewer item responses required by respondents.…”