AVAILABILITY, ACCESSIBILITY AND USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) IN HUMANITIES EDUCATION
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AVAILABILITY,
ACCESSIBILITY AND USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) IN
HUMANITIES EDUCATION
CHPATER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The world is
going through an information and communication technology revolution that has
drastically changed many facts of human life. From education, industry,
economy, polities to entertainment (Ayeni, 2000).
In many countries
today, the use of ICTs has become so important, that it is now the most
significant indices in national and economic development, hence, Nigeria’s
quest for economic growth can not be achieved 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) ICT is any product that will store, retrieve information
electronically in a digital form for example personal computers, digital
television, e-mail, robots, desktops etc.
Ali, (2004)
in his view opined that information and communication technology is the
physical structure of network of computers base systems (hardware, software and
media) for purposes of organizing, processing, communicating, accessing,
presenting, storing, retrieving and simplifying information when needed and in
the form it is needed.
Ogiegbuan
and Iyamu (2005) in described ICT as the use of digital technology that already
exist to help individuals, business and Organizations use information.
Information
and Communication Technologies (ICTs) has come to be an indispensable part of
the contemporary world. Infact, culture and society has been adjusted to meet
the challenges of the knowledge age. The pervasiveness of ICTs has brought
about rapid technological, social, political and economic transformation. Thus
a network if “information society” is organized around ICTs of which
educational sector is not left out. (Amakin, 2006: Jagboro, 2005).
One of the
aims of higher education is the acquisition, development and inculcation of the
proper value orientation for the survival of the individual and society (NPE,
2004).
In higher
education institution, the demand of the students involves coming to terms with
the content and operations of their discipline area as well as learning how to
operate within the culture of the institution and sub-culture of their
particular faculty. This can be pursued with the involvement of ICTs in
teaching and research (NFE, 2004).
It is widely
acknowledge that ICT can be use to improve the quality of teaching and learning
in any tertiary institution. The prevalence and rapid development of
Information and Communication Technologies (ICTs) has transformed the human
society from the information technology age to the knowledge age (Galbreath,
200).
It is in
this perspectives, that Onasanya (2004) affirmed that ICTs are becoming natural
part of man’s daily life; thus their use in education by staff (academic and
non-academic) and students is becoming a necessity. Certainly, the present and
future academic global community will utilize ICTs to a high degree. This has
made it imperative that lectures not only need to use ICTs, but they need to
become comfortable with using ICTs. This is to ensure that they participate
fully in the life of the contemporary university and to accomplish their
everyday task.
Information
and communication technologies (ICTs) as defined by Milken Exchange on
Education Technology, (1999) is computer based tools used by people to work
with the information and communication processing needs of an organization. It
encompasses the computer hardware and software, the network and several other
devices (video, audio, photography, camera, etc) that convert information
(text), images, sound, motion and so on into common digital form.
In
conclusion, the effectiveness and efficiency in teaching and learning in the
humanities education can be ensured by ICTs potentials.
In Nigeria,
the evidence for the growing importance of ICTs in modern university education
is the increasing rate in acquisition of computers and other information
technologies for use by staff and students.
Although
much has been written and said about the value of ICTs in teaching, learning
and research, studies have shown that successful integration of technology into
the university system depends not only on access and availability but also on
the extent to which staffs and student embrace these technologies (Horgan,
1998).
Information
and Communication Technology (ICT) have permeated into every sphere of human
development, of which education stands to be the greatest benefling of this
development. It is in the above regard that this project decided to consider
the necessity of this phenomenon in humanities education.
1.1
STATEMENT OF THE PROBLEM
In this
modern world, ICTs has been a phenomenon in the educational system. But it is
generally true that for some people ICTs might not be readily available
accessible and might not be used or under-utilized, and that its use might not
be adequately appreciated. This study is out to investigate the availability,
accessibility and use of ICTs in humanities education.
1.2 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.
1.3 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?
1.4
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).
1.5 SCOPE OF
THE STUDY
The study
will focus on humanities education in the university of Lagos in respect of
accessibility, availability and use of ICTs.
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