Strategies for the Effective Implementation of Information and Communication Technology (ICT) in Colleges of Education, Enugu State
Article Sidebar
ICT Strategies,
Information and Communication Technology
Main Article Content
Tanimu Adam Ibrahim
Joseph Okparaugo Obinna
Abstract
The purpose of this was to identify the effective strategies for implementing Information and Communication Technology (ICT) in Enugu State Colleges of Education. It assessed ICT implementation strategies in three colleges of education in Enugu State, concentrating on their scope, gender disparities, and techniques used across federal, state, and private colleges in the state. The study aimed to identify research variables based on behaviorist, cognitivist, and constructivist theories and their application in ICT and teacher education. The target population consisted of 2,500 100-level pre-service teachers from the three colleges of education. A proportionate stratified random sampling technique was used to select the sample from the three colleges of education in the state. 125 pre-service teachers participated in the study. The study used a descriptive survey research design, and pilot testing was conducted to ensure the validity and reliability of the questionnaire. The data were analyzed using both descriptive and inferential statistics using the Statistical Package for Social Scientists (SPSS). The results showed that ICT implementation in colleges of education is not fully utilized, resulting in low educational objectives. Based on the findings, it is recommended that the government, curriculum planners, in-service and pre-service teachers, and educational institutions be more proactive in adopting strategies that enhance the effective implementation of ICT in colleges of education.
Downloads
Article Details
Copyright (c) 2024 Tanimu Adam Ibrahim, Joseph Okparaugo Obinna
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Blau, I., & Shamir-Inbal, T. (2017). Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders. Education and Information Technologies, 22(3), 769–787. https://doi.org/10.1007/s10639-015-9456-7
Cantutay, Z., & Taganas, W. R. (2024). Computer Upskilling Trainings and Teachers’ Technological Literacy: Basis for Technological Skills Enhancement Plan. American Journal of Arts and Human Science, 3(2), 215–240. https://doi.org/10.54536/ajahs.v3i2.2863
Dada, M. S., Atobauka, I. S., & Jacob, O. N. (2021). Deployment of Information Communication Technology for Universities Administration in Nigerian Public Universities: Challenges and Way Forward. Middle European Scientific Bulletin, 19, 163–172. https://doi.org/10.47494/mesb.2021.19.954
Egwuekwe, Vivian, C., U., N. R., & Abonyi, O. N. (2023). Emerging Technologies for Transforming Adult Education Programmes in Enugu State. Nigerian Open, Distance and e-Learning Journal (NODeLJ), 1(May), 86–94. https://doi.org/10.60787/nodelj.v1i1.8
Eze, S. C., Chinedu-Eze, V. C., & Bello, A. O. (2018). The utilisation of e-learning facilities in the educational delivery system of Nigeria: a study of M-University. International Journal of Educational Technology in Higher Education, 15(1), 34–53. https://doi.org/10.1186/s41239-018-0116-z
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Igwe, P. A., Hack-Polay, D., Mendy, J., Fuller, T., & Lock, D. (2021). Improving higher education standards through reengineering in West African universities–A case study of Nigeria. Studies in Higher Education, 46(8), 1635–1648. https://doi.org/10.1080/03075079.2019.1698534
Ile, C. M., & Alonta, G. C. (2019). Extent of utilization of e-learning resources by business education students in public tertiary institutions in Enugu State, Nigeria, for research purposes. African Research Review, 13(3), 159–166. https://doi.org/10.4314/afrrev.v13i3.14
Jummai, B. A. (2021). The Need for Digital Transformation in the Education Sector in Nigeria. Current Journal of Applied Science and Technology, 40(47), 41–47. https://doi.org/10.9734/cjast/2021/v40i4731636
Kalolo, J. F. (2019). Digital revolution and its impact on education systems in developing countries. Education and Information Technologies, 24(1), 345–358. https://doi.org/10.1007/s10639-018-9778-3
Martens, M., Hajibayova, L., Campana, K., Rinnert, G. C., Caniglia, J., Bakori, I. G., Kamiyama, T., Mohammed, L. A., Mupinga, D. M., & Oh, O. J. (2020). “Being on the wrong side of the digital divide”: seeking technological interventions for education in Northeast Nigeria. Aslib Journal of Information Management, 72(6), 963–978. https://doi.org/10.1108/AJIM-05-2020-0172
Olojo, O. J. (2021). The usage of ICT Education for Enhancing Sustainable Development in Nigerian Schools: Issues and Suggestions. Euro Global Contemporary Studies Journal, 1(5), 16–31. https://doi.org/10.5281/zenodo.5813505
Oyedokun, G. E., & Adeolu-Akande, M. A. (2022). Impact of Information Communication Technology (ICT) on Quality Education in Nigerian Tertiary Institutions. Himalayan Economics and Business Management, 3(2), 49–58. https://doi.org/10.47310/Hjebm.2022.v03i02.006
Serrano, D. R., Dea-Ayuela, M. A., Gonzalez-Burgos, E., Serrano-Gil, A., & Lalatsa, A. (2019). Technology-enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273–286. https://doi.org/10.1111/ejed.12330
Ukpe, E. (2023). Information and Communication Technologies (ICTS) for E-Learning in Tertiary Education. Open Journal of Social Sciences, 11(12), 666–680. https://doi.org/10.4236/jss.2023.1112044