Full Project – THE AVAILABILITY, ACCESSIBILITY AND UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) IN HUMANITIES EDUCATION

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THE AVAILABILITY, ACCESSIBILITY AND UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) IN HUMANITIES EDUCATION

CHPATER ONE

INTRODUCTION

1.1   BACKGROUND TO THE STUDY

The world is undergoing an information and communication technology revolution, which has significantly altered many aspects of human life. From education to industry, economy, and politics, not to mention entertainment (Ayeni, 2000).

In many countries today, the use of ICTs has become so important that it is now one of the most important indicators of national and economic development. As a result, Nigeria’s quest for economic growth cannot be realized without a significant contribution of information and communication technology in teaching and learning at all levels and aspects of her educational system. (Adamu, 2001).

According to Ajayi (2003), information and communication technology (ICT) is any product that stores or retrieves information electronically in digital form, such as personal computers, digital television, e-mail, robots, and desktop computers.

According to Ali (2004), information and communication technology is the physical structure of a network of computer base systems (hardware, software, and media) used for organizing, processing, communicating, accessing, presenting, storing, retrieving, and simplifying information when and in the form it is needed.

Ogiegbuan and Iyamu (2005) defined ICT as the application of existing digital technology to assist individuals, businesses, and organizations in using information.

Information and communication technologies (ICTs) have become an essential aspect of modern life. In truth, culture and society have evolved to meet the demands of the information era. Because of the pervasiveness of ICTs, there has been fast technological, social, political, and economic transformation. Thus, a “information society” network is organized around ICTs, with the educational sector not left out. Amakin (2006) and Jagboro (2005)

One of the goals of higher education is to acquire, develop, and instill the right value orientation for the individual and society’s survival (NPE, 2004).

Students at higher education institutions must grapple with the content and procedures of their academic area, as well as learn how to work within the institutional culture and the sub-culture of their particular faculty. This can be achieved through using ICTs into education and research (NFE, 2004).

It is commonly acknowledged that information and communication technology (ICT) can be used to improve the quality of teaching and learning in any postsecondary institution. The pervasiveness and rapid development of Information and Communication Technologies (ICTs) have shifted human society from the information technology to the knowledge era (Galbreath, 200).

Onasanya (2004) stated that ICTs are becoming a natural part of man’s daily life, and hence their use in education by personnel (academic and non-academic) and students is becoming a need. Certainly, the current and future academic global community will make extensive use of ICTs. This has made it critical that lecturers not only use ICTs, but also get comfortable with them. This is to ensure that they actively participate in the life of a modern institution and complete their daily tasks.

According to the Milken Exchange on Education Technology, (1999), information and communication technologies (ICTs) are computer-based tools used by individuals to work with an organization’s information and communication processing demands. It includes computer hardware and software, the network, and a variety of additional devices (video, audio, photography, camera, and so on) that transform information (text), images, sound, motion, and so on into a common digital format.

Finally, the potentials of ICT can ensure the efficacy and efficiency of teaching and learning in humanities education.

The increasing pace of acquisition of computers and other information technologies for use by staff and students in Nigeria demonstrates the growing importance of ICTs in modern university education.

Although much has been written and said about the importance of ICTs in teaching, learning, and research, studies have shown that successful integration of technology into the university system is dependent not only on access and availability, but also on how much staff and students embrace these technologies (Horgan, 1998).

ICT (Information and Communication Technology) has invaded every aspect of human progress, with education being the most significant beneficiary. In light of the foregoing, this study decided to investigate the significance of this phenomena in humanities education.

1.2 STATEMENT OF THE PROBLEM

ICTs have become a phenomenon in the educational system in the current world. However, it is generally true that for certain people, ICTs may not be readily available, may not be used or underutilized, and may not be well appreciated. The purpose of this research is to look into the availability, accessibility, and use of ICTs in humanities education.

1.3 PURPOSE OF STUDY

The main purpose of this study is to assess the level of lectures and students awareness and utilization of ICTs in humanities education, for effective teaching and learning. Hence, based on the findings of this work, adequate suggestion would be made towards facilitating students understanding and improvement of their interest in learning through implementing the use of ICTs facilities which in turn will promote lectures productivity and enhance their professional capabilities.

1.4 RESEARCH QUESTIONS

1. ICTs are relevant in humanities education

2. ICTs are readily available in humanities education

3. The accessibilities of the ICTs are certain in humanities education.

4. There is a high level of ICTs literacy among lectures in humanities education.

5. Students ICTs literacy level in humanities education is high.

6. The ICTs literacy level of students in humanities education can be said to be sufficient for employing ICTs techniques in teaching and learning.

7. As a student do you consider the use of ICTs as useful in humanities education?

8. If yes, what of you consider being these advantages?

1.5 SIGNIFICANCE OF THE STUDY

This study would be important to the following categories of people:

· Students

· Lectures

· Educational professionals

This is because it would identify policy options and strategies that would make ICTs more relevant and beneficial in humanities education

The study will also sanitize the government on the importance of allocating more funds on the importance of allocating more funds to the educational sector especially in the provision of ICT equipment in higher education.

It will also awaken lectures and students on the need for adequate embrace of ICTs through continuous training on the use of Information and Communication Technologies (ICTs).

1.6 SCOPE OF THE STUDY

The study will focus on humanities education in the university of Uyo in respect of accessibility, availability and use of ICTs.

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Full Project – THE AVAILABILITY, ACCESSIBILITY AND UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) IN HUMANITIES EDUCATION

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