Asian Journal of Information Science and Technology (AJIST)
Use of Information Communication Technology for Teaching by N-Power Teach Beneficiaries of Public Primary and Secondary Schools in Nigeria
Author : Janet O. Adekannbi and Adeola Oluwatosin MakindeVolume 10 No.1 January-June 2020 pp 16-25
Abstract
This study investigated the use of mobile devices for teaching by N-Power Teach beneficiaries in public primary and secondary schools in Nigeria. Descriptive survey design was adopted, and 50 beneficiaries were selected using multi-stage sampling. Data collection was through interview and data collected were transcribed and analysed using Nvivo 12 software. Findings revealed that the main ICT tool accessed by the beneficiaries was the N-Teach application (a pre-installed application) which contains textbooks, video, audio materials. The devices were reportedly used for preparing lesson notes and instructional materials. Beneficiaries reported being confident in the use of these devices for teaching, however, beneficiaries in secondary schools reported having primary school teaching application tools on their devices. School administrators reportedly had positive attitude to the use of the devices while few had initial rejection. Challenges reported in the use of the devices included poor power supply, insufficient data and network failures.
Keywords
Information and Communication Technology, Teaching and learning, N-Power Teach Beneficiaries, primary and secondary schools, Nigeria
Full Text:
References
[1] Abdullah, N.K.& Jantan, H. (2019). Benchmarking the potential educational technology competency standard based on TPCK in Malaysia for local higher education institutions. In Mat Noor A., Mohd Zakuan Z., Muhamad Noor S. (eds) Proceedings of the Second International Conference on the Future of ASEAN (ICoFA) 2017.
[2] Alenezi, A. (2019). Effectiveness of educational technology applications in Saudi Arabian secondary schools. Journal of Informatics and Mathematical Sciences, 11(2), 221-233. https://www.rgnpublications.com/journals/index.php/jims/article/view/845.
[3] Ali,H.O. (2015).The use of information and communication technology in technical and vocational education: The case of universal basic education (UBE) schools. American Journal of Educational Research, 3(7), 868-872.http://pubs.sciepub.com/education/3/7/9/index.html.
[4] Anikweze, C.M.& Kanu,A.C. (2018).Information and Communication Technology (ICT) and 21stCentury education in Nigeria.International Journal of Innovation and Research in EducationalSciences,5(6).http://ijires.org/administrator/components/com_jresearch/files/publications/IJIRES_1375_FINAL.pdf
[5] Barakabitze, A.A., Lazoro, A.W., Ainea, N., Mkwizu,M.H., Maziku, H., Matofali, A.X., Iddi, A. & Sanga, C. (2019).Transforming African education systems in Science, Technology, Engineering, and Mathematics (STEM) using ICTs: Challenges and Opportunities.Education Research International, 2019, https://doi.org/10.1155/2019/6946809.
[6] Braun, V.& Clarke, V. (2006). Using thematic analysis in psychology.Qualitative Research in Psychology, 3(2),77-101.
[7] Brinkley, A., Dessants, B., Flamm, M., Fleming, C., Forcey, C.& Rothschild, E. (1999).Usingelectronic resources for teaching.The Chicago Handbook for Teachers: A practical guide to the college classroom. ISBN: 978-0-226-07511-2, 143-167.
[8] Chowdhury, S.A., Arefin, A.S.M.S. & Rahaman, M. (2018). Impacts of ICTintegration in the higher education classrooms: Bangladesh perspective.Journal of Education and Practice, 9(32), 82-86.
[9] De Sousa, L., Richter, B.& Nel, C. (2017).The effect of multimedia use on the teaching and learning of Social Sciences at tertiary level: A case study.Yesterday and Today,17,1-22.http://www.scielo.org.za/pdf/yt/n17/02.pdf.
[10] Ezugwu, A.E., Ofem, P.O., Rathod, P., Agushaka, J.O.& Haruna, S. (2016). An empirical evaluation of the role of Information and Communication Technology in advancement of teaching and learning. Procedia Computer Science, 92, 568-577.
[11] Gertrude, K. (2015). Maximizing the effects of collaborative learning through ICT.Procedia-Social and Behavioral Sciences, 176, 1005-1011.
[12] Ghavifekr, S., Kunjappan, T., Ramasamy, L. & Anthony, A. (2016). Teaching and learning with ICT tools: Issues and challenges from teachers’ perceptions. Malaysian Online Journal of Educational Technology,4(2), 3857.https://files.eric.ed.gov/fulltext/EJ1096028.pdf.
[13] Green, J. & Thorogood, N. (2009). Qualitative methods for health research (2nd ed.). SAGE.
[14] Hickson, R.S. (2017). The relationship between self-efficacy and teachers’ ability to integrate technology.Ph.d Thesis, Liberty University.
[15] Kent, A.M.& Giles, M. (2017). Preservice teachers’ technology self-efficacy.SRATE Journal26(1),9-20.https/eric.gov/?id=EJ1134392.
[16] Kwacha, P.Z. (2007). The imperatives of information and communication technology for teachers in Nigeria higher education. MERLOT Journal of Online learning and Teaching, 3(4), 359-399.
[17] Mbalamula, Y.S. (2016). Role of ICT in teaching and learning: Influence of lecturers on undergraduates in Tanzania. Advances in Research, 8(3), 1-11.
[18] Montrieux, H., Vanderlinde, R., Schellens, T. & De Marez, L. (2015). Teaching and learning with mobile technology: A qualitative explorative study about the introduction of tablet devices in secondary education.PLoS ONE, 10(12). https://doi.org/10.1371/journal.pone.0144008.
[19] Ngwenya, B.&Pelser, T. (2018). Competencies, Attitudes, Acceptance and Their Impact on ICT Diffusion in Educational Institutions in Bulawayo, Zimbabwe.Progressio: South African Journal for Open and Distance Learning Practice,40(1). https://doi.org/10.25159/02568853/4770.
[20] Omotosho, A.O., Lateef, E.B., Amusa, O.I.& Bello, T.O. (2015). Information and communication technology adoption and use among students of a Nigerian University for distance learning.Library Philosophy and Practice,1246. https://digitalcommons.unl.edu/ cgi/viewcontent.cgi?article=3303&context=libphilprac.
[21] Ritchie, J., Lewis, J. & Elam, G. (2003). Designing and selecting samples. In Ritchie, J.and Lewis, J. (Eds.), Qualitative research practice. A guide for social science students and researchers. SAGE, 77-108.
[22] Salehi, H.& Zeinab, S. (2012). Challenges for using ICT in education: Teachers’ insights.International Journal of e-Education, e-Business, e-Management and e-Learning,2(1),40-43.http://ijeeee.org/ Papers/078-Z00061F10037.pdf.
[23] Serhan, D. (2007). School principals’ attitudes towards the use of technology: United Arab Emirates Technology Workshop. The Turkish Online Journal of Educational Technology, 6(2). https://files.eric.ed.gov/fulltext/EJ1102467.pdf.
[24] Siddiquah, A.& Salim, Z. (2017). The ICT facilities, skills, usage, and the problems faced by students of higher education. EURASIA Journal of Mathematics, Science and Technology Education, 13(8), 4987-4994.
[25] Slavin, T.M. (2018). The advantages of using electronic gadgets in teaching in school. https://classroom.synonym.com/advantages-electronic-gadgets-teaching-schoolADE7895103.html.
[26] Syed, N. (2010).An effective use of ICT for education and learning by drawing on worldwide knowledge, research, and experience: ICT as a change agent for education.https:// www.nyu.edu/ classes/keefer/waoe/amins.pdf.
[27] Tilton, J. & Hartnett, M. (2016). What are the influences on teacher mobile technology self-efficacy in secondary school classrooms? Journal of Open, Flexible and Distance Learning, 20(2), 79–93.
[28] Tweed, S.R. (2013). Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional Development as Related to Classroom Technology Integration.Electronic Theses and Dissertations.Paper1109.https://dc.etsu.edu/cgi/viewcontent.cgi?article=2266&context=etd.
[29] UNESCO’s International Institute for Educational Planning (2018). Information andcommunication technology (ICT) in education. https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/curriculum-and-materialsṢ/information-and-communication-technology-ict.