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THE USE OF INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING OF VOCATIONAL SUBJECTS IN NIGERIA POLYTECHNICS
Abstract
The integration of Information Communication Technology (ICT) in education has become a transformative tool for enhancing teaching and learning processes globally. This study examines the use of ICT in the teaching of vocational subjects in Nigerian polytechnics, emphasizing its impact on instructional delivery, student engagement, and skill acquisition. The research adopts a mixed-methods approach, combining quantitative surveys and qualitative interviews with lecturers and students from selected polytechnics across Nigeria. Findings reveal that ICT tools, such as multimedia projectors, e-learning platforms, and simulation software, significantly improve the teaching of vocational subjects by providing interactive and practical learning experiences. However, challenges such as inadequate ICT infrastructure, limited access to electricity, lack of training for lecturers, and financial constraints impede the effective implementation of ICT in vocational education. The study highlights the need for targeted government investment in ICT infrastructure, regular training for educators, and policy reforms to promote ICT utilization in polytechnics. By addressing these challenges, Nigerian polytechnics can better prepare students with the technical skills required in the modern workforce. This research underscores the critical role of ICT in revolutionizing vocational education and bridging the skills gap in Nigeria.
Chapter One
Introduction
Vocational education is pivotal in equipping students with the skills and knowledge required to thrive in the labor market. In Nigeria, vocational education is primarily delivered in polytechnics, which serve as institutions for skill acquisition, technical training, and professional development. The integration of Information Communication Technology (ICT) into the teaching of vocational subjects has gained increasing attention in recent years as it offers innovative and effective methods for enhancing instructional delivery and learning outcomes (Obi et al., 2021). ICT tools such as multimedia projectors, simulation software, and e-learning platforms have the potential to revolutionize vocational education by providing students with real-world, practical experiences that align with modern industry requirements.
Background to the Study
The global shift towards a knowledge-based economy has highlighted the need for ICT in education, particularly in vocational and technical training. In developed countries, ICT has been effectively integrated into educational systems, resulting in improved instructional delivery, enhanced student engagement, and better learning outcomes (World Bank, 2020). In Nigeria, however, the use of ICT in vocational education is still in its infancy, with many institutions struggling to adopt modern teaching technologies due to infrastructural, financial, and policy constraints (Adebayo & Yusuf, 2019).
Polytechnics in Nigeria face significant challenges in delivering vocational subjects, including outdated curricula, inadequate instructional materials, and a lack of skilled educators. ICT presents an opportunity to address these challenges by offering innovative teaching methods, facilitating access to digital resources, and fostering interactive learning environments (Akinyemi et al., 2022). However, the extent to which ICT is utilized in Nigerian polytechnics and its impact on vocational education remain underexplored.
Students’ learning in tertiary institutions all over the world has undergone tremendous transformations, especially since the advent of Information and Communication Technology (ICT). There is a shift from the traditional approach of teacher directed/didactic to modern method where computer technology plays a significant role. ICT has promoted learning and made it more meaningful where students can stay even in their homes or classrooms and receive lecturers without seeing the lecturer. The aspect of ICT that has brought about this revolution in students’ learning is e-learning.
E-learning as explained by Open Learning Centre (2007) is an educational resource that helps in effective teaching and learning process created through combining e-digital content with local community and tutor support along with global community engagement. It is also an effective and efficient system of self-paced personal training available over the internet. The Commission of Technology and Adult (2001) defined e-learning as instructional content or learning experiences delivered or enabled by electronic technology. Also, Erah (2006) stated that the term e-learning refers to computer-enhanced training as opposed to the computer-based training of the 1980s. It is usually delivered through personal computers and includes learning delivered by other communication technologies.
The devices often used for this purpose include:- laptops or personal computers, CD ROMs. Television, Personal Digital Assistants (PDAs). MP3 players and mobile phones. Communication technologies enable the use of internet e-mail, discussion forms, collaborative software, classroom management software, team learning systems, intranet, extranet, Local Area Network (LAN), Wide Area Network (WAN), audio and videotapes, satellite down links, computerized diagnostic assessment, competency certification and electronic portfolios (Asogwa, 2006).
E-learning is based on electronic formats (Bodys, 2005). It can benefit any students or teacher irrespective of the background. E-learning is a major issue in pedagogy of individualized instruction, self pace study etc, which is; adapting the teaching to the needs of various learners. E-learning provides this by making available the required learning materials for teaching of these vocational subjects which eventually leads to increased graduation rates and lower failure rates of students.
Finally, it promotes equity by providing students with access to courses which may not ordinarily be available and providing teachers with materials for teaching (Asogwa, 2006).
Statement of the Problem
The effective teaching of vocational subjects in Nigerian polytechnics is critical for the nation’s socio-economic development. However, the traditional methods of instruction, which rely heavily on rote learning and theoretical approaches, have proven inadequate in preparing students for the demands of the modern workforce (Eze et al., 2020). The limited adoption of ICT in vocational education further exacerbates this issue, leaving students ill-equipped with the practical skills required in various industries.
Despite the potential of ICT to transform vocational education, its integration in Nigerian polytechnics is hindered by several challenges, including inadequate ICT infrastructure, lack of access to reliable electricity, insufficient training for educators, and financial constraints (Okoro & Uche, 2021). Addressing these challenges is essential to harness the full potential of ICT in vocational education and to ensure that Nigerian polytechnic graduates are competitive in the global labor market.
Objectives of the Study
The main objective of this study is to examine the use of ICT in the teaching of vocational subjects in Nigerian polytechnics. The specific objectives are to:
Investigate the extent of ICT adoption in teaching vocational subjects.
Identify the ICT tools commonly used in vocational education.
Assess the impact of ICT on students’ learning outcomes and skill acquisition.
Examine the challenges faced by polytechnics in integrating ICT into vocational education.
Propose strategies for improving ICT utilization in the teaching of vocational subjects.
Research Questions
This study seeks to answer the following research questions:
To what extent is ICT adopted in the teaching of vocational subjects in Nigerian polytechnics?
What ICT tools are commonly used in vocational education?
How does the use of ICT impact students’ learning outcomes and skill acquisition?
What challenges hinder the integration of ICT in vocational education?
What strategies can be implemented to improve ICT utilization in polytechnics?
Significance of the Study
This study is significant for several reasons. First, it provides insights into the current state of ICT adoption in Nigerian polytechnics, highlighting areas that require improvement. Second, the findings will guide policymakers, educators, and stakeholders in formulating strategies to enhance ICT integration in vocational education. Third, the study contributes to the existing body of literature on ICT and vocational education, providing a foundation for future research in this field (UNESCO, 2021). Ultimately, the study aims to promote the effective use of ICT in Nigerian polytechnics, thereby improving the quality of vocational education and preparing students for the challenges of the modern workforce.
Scope of the Study
The study focuses on the use of ICT in the teaching of vocational subjects in Nigerian polytechnics. It examines the extent of ICT adoption, the types of ICT tools utilized, and their impact on teaching and learning outcomes. The study also identifies challenges and proposes strategies for improving ICT integration in vocational education. The geographical scope includes selected polytechnics across different regions of Nigeria to ensure a comprehensive analysis.
Definition of Terms
Information Communication Technology (ICT): Refers to technologies that provide access to information through telecommunications, including computers, the internet, and multimedia tools.
Vocational Education: A form of education that equips students with practical skills and technical knowledge for specific trades or professions.
Polytechnic: A tertiary institution in Nigeria that provides technical and vocational education and training.
Conclusion
The integration of ICT in vocational education is critical for enhancing instructional delivery and improving learning outcomes in Nigerian polytechnics. This study seeks to explore the current state of ICT adoption, its impact on vocational education, and the challenges faced by polytechnics in Nigeria. By addressing these issues, the study aims to contribute to the development of effective strategies for integrating ICT into vocational education, ultimately benefiting students, educators, and the nation as a whole.
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