A SURVEY OF THE TECHNOLOGIES USED IN EDUCATION IN TERTIARY INSTITUTION IN OSUN STATE - UNIPROJECTS

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A SURVEY OF THE TECHNOLOGIES USED IN EDUCATION IN TERTIARY INSTITUTION IN OSUN STATE



A SURVEY OF THE TECHNOLOGIES USED IN EDUCATION IN TERTIARY INSTITUTION IN OSUN STATE
CHAPTER ONE
INTRODUCTION
Background to the study
The innovations that have taken place world-wide on the area of information communication technology have broken all national and international barriers and tuned the world into a global village, since it has made information available to organization and individuals everywhere and at anytime. Consequently, this has affected the nature, procedure and forms of equipment used in in daily business.
The use of new technology  facilities in teaching and learning process is not a new phenomenon in promoting education, especially in those developed countries, all over the world. Presently, some higher institutions of learning in Nigeria are using information and communication technology (ICT) facilities for modern achievement. Computer and communication technologies have offered tremendous opportunities for teaching by electronic means (Rogina, 2012). The use of new multimedia technologies and internet in teaching is seen as a strategy to improve accessibility, efficiency and quality of education by facilitating access to resources and services as well as remote exchanges and collaboration.
Colleges and universities have generally been quick to adopt new technologies, often even before their educational value has been proven. Throughout its history, higher education has experimented with technological advances as diverse as the blackboard and the personal computer. Some technologies have become permanent parts of the higher education enterprise. Others, such as the slide rule and the 16-millimeter movie projector, have been replaced as more sophisticated or more cost-effective technologies have emerged to take their place.
At the dawn of the twenty-first century, new and rapidly improving technologies are in the process of transforming higher education. Each year since 1994, the Campus Computing Survey has shown increased use in college classrooms of technology-dependent resources such as e-mail, the Internet, course web pages, and computer simulations. Technology has the potential to revolutionize the traditional teaching and learning process. It can eliminate the barriers to education imposed by space and time and dramatically expand access to lifelong learning. Students no longer have to meet in the same place at the same time to learn together from an instructor. Fundamentally, modern technologies have the ability to change the conception of a higher education institution. No longer is a higher education institution necessarily a physical place with classrooms and residence halls where students come to pursue an advanced education. Thanks to recent developments in technology, the standard American image of a college or university as a collection of ivycovered buildings may need to be revised for the first time since the founding of Harvard in 1636.
Computers and telecommunications are the principal technologies reshaping higher education. Due to advances in each of these domains, electronic mail, fax machines, the World Wide Web, CDROMs, and commercially developed simulations and courseware are altering the daily operations and expanding the missions of colleges and universities.


 Ajalaye (2014) highlighted that information and communication technology does not refer to only internet and telephone but include the satellite, radio, television, video tapes, tape recorders, compact disc, etc. ICT have revolutionary impact on educational methodology globally, for effective teaching processes. According to Yusuf (2005), teachers need training not only in computer literacy but also in the application of various kinds of software packages in teaching and learning. Teacher training in ICT is inevitable and crucial because information and communication facilities are tools that help them to take full advantage to enhance teaching and learning process.
Subsequently, the use of ICT facilities in educational system facilitate learner – centered collaborative environment which emphasizes the importance of intrinsic learning through social interaction. While according to  the vygotsky (1978) cited in the write up on mobile learning by Geddes (2005), learner – centered interaction result in learners being more engaged and helps to develop personal intellectual structures that foster deeper understanding and allow students to discuss complex situation and resolve ambiguities with international commonality of communication over the internet. Therefore, ICT facilities provide learners with secondary access to environment, and international learning facilitators which they would otherwise be unable to access, as wireless ICT facilities become more common and accessible. Students will be able to participate in international communication. Utilization of ICT devices has greatly brought about rapid changes in today’s classroom, as video cassette recorders, compact disc recorders, cell phones, network computers and computer software have brought some changes in classroom teaching by supplementing and complementing some aspect of teaching processes for educational quality (James, 2005).
Statement of the problem
In spite of its nearly irresistible appeal, technology presents higher education with difficult challenges. Systematic planning of technological enhancements to educational programs is difficult when technology changes so quickly and unpredictably. Academic planners are continually playing catch-up to implement new technology applications that appear more quickly than a careful planning process can anticipate. Similarly, paying for new technologies with exciting educational applications remains troublesome for institutions with more needs than resources. Most education researchers who wrestle with the funding issues raised by technology argue that new budgeting strategies are necessary to keep institutions from lurching from one technology-funding crisis to the next. Institutions must view technology as a routine expense, not an exceptional special expenditure.
The present  lectuers  that were trained and had been working in school system many years ago particularly before the introduction of modern technologies in teaching and learning finding it difficult to use moden technology in teaching and learing s. These teachers were not trained with modern  technologies and facilities. This suggests that the training they received seems to be irrelevant to the present curriculum because of technological changes taking place in work places where the students will find themselves after graduation. The inefficiency of lecturers in imparting ICT skills to students has been noticed in the students’ inability to do well in work places.
The researcher observed that many students after graduation find it difficult to uaw modern technology particularly those who had no opportunity for further training. Those who tried to work in organzation where information is processed with modern technologies found it difficult to manipulate computers and other ICT equipment. Olufemi and Onyenu (2010) affirmed that the influence of technologies has rendered manual skills inadequate for the world of work while creating needs for new sophisticated skills. Therefore,  the study in investigate the technology used in teaching and leaing in tertiary institution
 Purpose of the study
The main purpose of the study is to determine teachers awareness and utilization of ICT facilities for the teaching of business studies in junior secondary schools in Ijebu Ode local government are of Ogun State
  The is study specifically to seek for the following;
       i.            To determine if Lectuers  have the awareness on the use of modern technology  teaching and learning in higer institution
     ii.             Ascertain the extent to which Lecturer  utilize ICT  facilities in teaching  
  iii.            To find out problems faced with ICT utilization in teaching  
  iv.            To find out the availability of Modern technologies  facilities in the selected  Higher Instituttion .
     v.            To find out the possible strategies for improving the teaching of  and learning using modern technology
 Research Question
          The following research questions were raised to guide the conduct of the study;
    i.            Does Lectuers  have the awareness about the utilization of  modern Technology in teaching in tertiary institution?
  ii.            To what extent does  Lectuers utilize ICT  facilities in teaching?
iii.            What are the problems faced with Modern Technology utilization in teaching and learning?
iv.            How adequate are modern technology facilities in the selected higher institution
  v.            What are the possible strategies that will improve the teaching using modern technology
Significance of Study
The result of this study would be valuable in the following specific ways;
The students would benefit from the result of this study as they will be adequately trained and equipped with necessary skills and knowledge which will manifest after graduation and the result may also be useful for the students carrying out research.
The Lecturer will benefit from the result of the study if utilized, by gaining more knowledge, skills and experience of delivering instruction through the use of ICT facilities.
The result of this study will also be useful to the educational institutions as the result provides information necessary for improving the teaching processes.
Employers of labor will derive the advantage if opportune to employ such students who are well trained and equipped with necessary knowledge and skills through the use of ICT facilities which would result to maximum productivity of an organization.
Scope of the study
This study covers  all the students  and lecturers in Osun State University, The study will also cover three faculties in the selected institution.
Definition of Terms
Teacher – centered mode of instruction; is the process of teaching whereby the teacher verbally delivers a pre-planned body of knowledge to his students while students listen and jot down points.
Student – centered mode of instruction; is the process in which the students learn all on his own a field of study or topic broken into bits according to his interest and ability, and consult teachers only when he needs him.
Information – Can simply be defined as a processed data, while data is a raw facts about an entity.
Technology – Is the application of basic scientific knowledge in providing solution to problems around us.
ICT: information and communication technology

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