USE OF ICT SKILLS AND ELECTRONIC RESOURCES FOR ACADEMIC ACTIVITIES
1.1 Background to the Study
It is well recognized that Information and Communication Technology (ICT) has immense plausible potential for the structural growth of a country especially in the field of education where the new ICTs of internet. The new Information and Communication Technologies of Internet and multimedia have revolutionized the field of education. According to Zandvliet & Straker (2001), I
CT use is increasing in nearly all facets of life in the developing world and its use is now progressing rapidly in many educational institutions. In order to equip students with professional knowledge and skills in line with the goals of higher education, It is quite important that faculty members at universities use ICT in their courses and reach related sources when necessary (Cagiltay & Yildirim, 2007). ICTs are the most important of all the technologies that enrich and facilitate the learning experiences of students from various abilities (Roberson, 2001).
The use of computers and electronic resources has dominated human activities especially in the last two decades. Its use is complemented by a whole lot of other electronic devices, all of which are now collectively regarded as Information and Communication Technology (ICT). Consequently, the first item that comes to mind when ICT is mentioned is the computer.
1.2 Statement of the Problem
All the great nation of the world, like United States, Britain, Germany and Japan, have also developed in science and technology through the use of Information and Communication Technology (ICT) skills and electronic resources. Therefore, research attention should be geared towards factors that influence the use of Information and Communication Technology (ICT) skills and electronic resources.
Efforts made so far by the government towards ICT development in Nigeria include the launching of the national Telecommunication policy in September 2000 and the development of a comprehensive science and technology policy in 2001.
1.4 Research Questions
- What are the types of ICT skills possessed by students of the selected institution?
- What are the Electronic Resources being used for academic activities by the students of selected institution?
iii. What are the major academic activities for which students of the selected institution use ICT skills and Electronic Resources?
- What is the frequency of use of ICT skills and Electronic Resources for academic activities by the students of the selected institution?
- What are the factors that promote the use of ICT skills and Electronic Resources for academic activities by the students of the selected institution?
- What are the factors that inhibit the use of ICT skills and Electronic Resources for academic activities by the students of the selected institution?
2.0 REVIEW OF RELATED LITERATURE
This chapter reviews literature related to the study to give support from earlier studies. The organization of this chapter is as follows:
2.2 Concept of Information and Communication Technology
2.3 The Role and Relevance of Information and Communication Technology Tools to Students and Teachers
2.4 Uses of ICT in Higher Education
2.5 Factors Contributing To Using ICT in the Classroom
2.6 Teachers and Instructional Applications of ICT
2.7 ICT Skills and Competencies of Teachers and Students
2.8 Gender and ICT Competencies
2.9 Characteristics of students’ ICT skills
3.1 Research Design
The research design adopted for this study is ex-post facto research design. This designed will be used because the research focuses on what has happened differently for comparable groups of subjects, then explores
whether the subjects in each group are different in some way. I.e. to explore possible causal relationships among variables that cannot be controlled by the researcher.
4.2 Data Presentation
Table 1: Demographic information of respondents based on gender
|S/N.||Name of schools||Gender|
|i||Arts and Social Sciences||28 (20.0%)||25 (17.9%)|
|ii||Languages||5 (3.57%)||16 (11.4%)|
|iii||Primary Education||4 (2.86%)||5 (3.57%)|
|iv||Sciences||6 (4.29%)||11 (7.86%)|
|v||Business Education||9 (6.43%)||31 (22.1%)|
|Total||52 (37.5%)||88 (62.8%)|
From table 1, twenty eight (28 or 20.0%) males and twenty five (25 or 17.9%) female respondents are from school of Arts and social Sciences five (5 or 3.57%) males and sixteen (16 or 11.4%) female respondents arc from School of Languages, four (4 or 2.86%) males and five (5 or 3.57%) female respondents
arc from school of Primary Education, six (6 or 4.29%) males and eleven (11 or 7.86%) females are from School of Sciences while nine (9 or 6.43%) males and thirty one (31 or 22.1%) females are from School of Vocational Education.
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