ABSTRACT
The study focused on use of ICT in learning in
library and information science schools in two universities in south-south in
Nigeria. Survey technique was adopted for the study, and instrument for data
collection was questionnaire, 200 copies of which were administered and 153
were retrieved. Major finding of the study revealed among others that irregular
use of ICT facilities by students was one of the factors for poor scores in use
of ICT facilities. The study concluded that use of ICT by students was average.
The study recommended among others that
library and information science students in the selected universities use ICT
facilities to very high extent, so as to enjoy the availability of ICT
facilities, attitude of library staff should be more friendly to users, library
and information science students in the selected universities should acquire the
necessary information technology skill to be able to use ICT facilities and
school libraries should compulsorily connect to the internet to enable the
students to explore with wealth of information resources e.g. computer,
printers, and internet connection.
CHAPTER
ONE
INTRODUCTION
1.1
Background
of the Study
There
is a growing acceptance among academics, education policy-makers and employer groups
that the development of ICT skills is part of the role of higher education.
Employers are seeking graduates with a range of knowledge on ICT skills and
personal attributes in addition to degree status. According to Akintunde
(2004), information and communication technology (ICT) as a terminology has
overtaken information technology (IT) because of its appropriateness and
utilization. Beebe (2004) posited that ICT is a short term for computers,
software, networks, satellite links and related systems that allow people to
access, analyze, create, exchange and use data, information and knowledge.
The
use of ICT has increased and broadened the impact and skills of students on how
to seek information electronically. The ICT skills that have become
increasingly important in the pursuance of a degree-level education will affect
both how students manipulate these e-learning resources and the way they are
used for learning. ICT skills deal with the application of ICT to specific
purposes. It is not just about using software package or using operating
systems, neither is it concerned only with keyboarding skills and students’
ability to copy-type or follow instructions. Rather, ICT skills among
undergraduates is about students’ ability to use their knowledge about ICT to
find, develop and present information; whether it is text, image, or number, or
all of these in an integrated task. Tariq and Cochrane (2003) noted that in
recent year’s employers require graduate employee to be skilled in a range of
areas including information and communication technology (ICT) and employers
look to higher education Institutions to equip their graduates with the
requisite skills.
The
means of acquiring these ICT skills must be imbedded in students learning and
be part and parcel of their educational experience. Adeogun (2003) reported
that ICTs skills among undergraduates have broken the barriers of time,
distance, location and cost of study. The ability of undergraduates to
manipulate ICTs through the skills they have acquired means a lot to
institutional management. In order to utilize the growing range of ICTs,
students must acquire and practice the skills necessary to exploit them. Akintunde
(2004) stated that the ability to use computer is not the only ICT skill needed
to exploit the information located on the internet. In order to make the most
of this online content, one must be information or ICT literate.
Students possessing ICT skills are very important not only in the academic
environment, but also for lifelong learning. Internet resources are an integral
part of the research process for students due to their numerous benefits which
include availability of information resources at all times from any location.
Students believe that electronic resources improve the quality of their papers
by allowing them to spend less time in the research phase and more time in the
writing phase. Electronic resources also result in students obtaining more
resources, a diversity of resources, and more up to-date resources. Electronic
resources are more convenient and less intimidating than other resources. Since
the development of ICT particularly the internet, students require the
necessary skills to be successful in using these ICT facilities. Therefore,
this study intends to identify the ICT skills possessed by under-graduates of
Library and Information Science students and the influence of the skills on
their use of internet. Tyler (2005) stated that in the world of higher
education, virtually every aspect of scholarship has been influenced by
technology. Students are conducting research through the web, drawing from
academic journals, newspaper articles and speech transcripts. Some are
receiving assignment online.
Many
are using spreadsheets, graph plotters, presentation programs and multimedia
tools on a regular basis. Attwell (2005) stated that in order to provide both
flexible and security in an era characterized by constant change, 21st
century students need ‘knowing how to learn skills that enable them to acquire
new knowledge and skills, connect new information to existing knowledge,
analyze, develop habits of learning, and work with others to use information.
And as technology increasingly becomes the medium for communicating and
information sharing, students need to be capable of harnessing technology to
perform learning skills, such as communicating effectively with presentation
software or jugging personal responsibilities with a personal digital assistant.
Iwona (2008) noted that in order to utilize the growing range of electronic
resources, students must possess and practice the skills necessary to exploit
them. These skills include basic knowledge of computer, proficiency in using
productivity software, electronic communication skills as well as internet skills.
The Internet has become the medium
choice, for many people in information assessment and dissemination. According
to Anyamene, Nwokolo, and Anyachebelu (2012) citing Mbakwem, (2008), it is a
global connection of many different types of computer networks linked together.
It is an electronic network that makes it possible for people to interact,
access and exchange information. Information technology is all about the
technologies that aid in the communication process of passing messages from the
sender to the receiver Anyamene, Nwokolo and Anyachebelu (2012), Citing Okenwa
(2008), observes that technologies have advanced into the development of
communication and multimedia equipment that are capable of accepting data,
processing data into information and storing both the data and information for
future use and reference purposes. He noted that computer based technology
include: teleconferencing machine, computer, electronic books (e-books)
computer graphics technology, video conferencing and web television.
In Europe and America, a vast majority
of students now study in schools and classrooms with computers and some form of
Internet access (Anyamene, Nwokolo and Anyachebelu (2012), Citing (Yasamin,
2007). also observes that access to computers and the Internet has increased
rapidly during the past decade. Virtually all schools in Europe and America
have Internet access in at least one location; most classrooms have Internet access,
E-learning covers a broad set of applications and processes; including web-based
learning, computer based learning, virtual classrooms and digital
collaboration. Anyamene, Nwokolo and Anyachebelu (2012), citing Onuoha, (2008) noted
that education at the beginning of this century faced important challenges.
In Nigeria, one of the greatest
challenges universities have faced was the introduction of ICT into the Nigeria
economy. It is widely spread that graduates, especially those recruited by
local and multi-national private companies, could not make use of the computers
which are the fundamental tools of operations in these companies (Anyamene,
Nwokolo and Anyachebelu (2012), citing (Olademi &Oladikpo,2006, Bolaji,
2007, and Kelly, 2004). While describing Nigeria position in global technology
arena they noted that there is a gap between average Nigerian student’s
knowledge in computer skills and the computer skill of other students from other
countries around the world. They also emphasized that these students need
counseling to improve ICT skills before graduation. Counseling is a form of
education, which the students receive from their counselors.
The provision of ICT facilities in the
resource centers presupposes that counselors and students can use them to
improve awareness, adjustment and learning. They opined that investment in ICT
facilities will help in counseling and other support services necessary for
effective delivery of an ICT based curriculum should be utmost in government
priorities. In order to plan, design and implement ICT facilities in the
country, there is a dire need of strong and committed professionals in this
field and adequate facilities are required for the implementation of ICT in
schools. (Masino, 2011) Government has introduced various initiatives to
facilitate the greater adoption and diffusion of ICT to improve capacities in
every field of business, industry, education, and life in general.
Despite of the efforts carried out by
the Malaysian government on ICT, according to Dawam, Ahmad, Kamaruzaman, Taniza,
Elias, and Mansor (2009) citing Schank (2007); modern technology has had very
little effect on educators’ conceptions of learning. Besides that, institution
authorities have spent millions of ringgit in investment to equip their centre
with educational technologies such as computer lab, networking or other computer
peripherals like printers and modems to assist learning and preparations of
teaching materials. Moreover, some have engaged professionals to give computer
courses to their academic staff in preparation to step up as world-class
university.
Through Internet and accredited
technology journals, it is widely discussed and known that higher institutions
and schools in America and other developed countries had been integrating the
technology into their classrooms (Dawam, Ahmad, Kamaruzaman, Taniza, Elias,
Mansor 2009) citing (Neo.al, 2001, Al-Seghayer, 2001 and Nikolova, 2002). The
benefits of it are undoubtedly very significant. Students are said to be more eager and highly
motivated because they can access their learning anywhere and at anytime
provided they have a computer. A study conducted by Dawam, Ahmad, Kamaruzaman,
Taniza, Elias, and Mansor (2009), a vice
president of Education found that 86% of their respondents who are students
said in class computers have improved their academic performance and 74% said
it has increased their attention in class. In fact, 65% of the teacher
respondents who responded to the survey said that computers can be more
effective than teachers in conveying certain types of information to the
students (Dawam, Ahmad, Kamaruzaman, Taniza, Elias, and Mansor 2009) citing
(Rother, 2003). However, the effectiveness of ICT usage still depends on the
teachers and the students in which both parties must be interested and willing
to engage with computers and how teachers integrate computer activity in a
meaningful learning activity.
Computers alone might not be sufficient
as it needs the integration of the technology product and activities. A study
conducted by Dawam, Ahmad, Kamaruzaman, Taniza, Elias, Mansor (2009), found the
quality of the learning can be significantly enhanced when ICT is integrated
with teaching. However this finding contradicts with a research findings
conducted by Dawam, Ahmad, Kamaruzaman, Taniza, Elias, and Mansor (2009),
whereby the age has a negative relationship with the extent of ICT use among student.
According to Daniels, (2002), ICTs have
become within a very short time, one of the basic building blocks of modern
society. Many countries now regard understanding ICT and mastering the basic
skills and concepts of ICT as part of the core of education, alongside reading,
writing and numeracy. However, they appear to be a misconception that ICTs
generally refers to computers and computing related activities. According to
UNESCO (2002), information and communication technology (ICT) may be regarded
as the combination of ‘Informatics technology’ with other related technology,
specifically communication technology. The various kinds of ICT products
available and having relevance to education, such as teleconferencing, email,
audio conferencing, television lessons, radio broadcasts, interactive radio
counseling, interactive voice response system, audiocassettes and CD- ROMs etc
have been used in education for different purposes (Sharma, 2003; Sanyal, 2001;
Bhattacharya and Sharma, 2007).
The field of education has been affected
by ICTs, which have undoubtedly affected teaching, learning, and research
(Yusuf, 2005). A great deal of research has proven the benefits to the quality
of education (Al-Ansari, 2006). ICTs have the potential to innovate,
accelerate, enrich, and deepen skills, to motivate and engage students, to help
relate school experience to work practices, create economic viability for
tomorrow's workers, as well as strengthening teaching and helping schools.
Initially computers were used to teach
computer programming but the development of the microprocessor in the early
1970s saw the introduction of affordable microcomputers into schools at a rapid
rate. Computers and applications of technology became more pervasive in society
which led to a concern about the need for computer skills in everyday life.
Hepp, Hinostroza, Laval and Rehbein, (2004), claim in their paper “Technology
in Schools: Education, ICT and the Knowledge Society” that ICTs have been utilized
in education ever since their inception, but they have not always been
massively present. Although at that time computers have not been fully
integrated in the learning of traditional subject matter, the commonly accepted
rhetoric that education systems would need to prepare citizens for lifelong
learning in an information society boosted interest in ICTs
1.2
Statement
of the Problem
ICT has help in many ways to improve the
learning process among library users especially undergraduates. The increasing
growth of ICT use has reshaped the nature of information collections, delivery,
access and usage in modern libraries. ICT are popular because they provide more
flexibility in searching for information than using print collection and they
can be used to access information resources at any time.
However, little
research has been conducted on the use of ICT in learning among students of library
and information science in two universities in south-south.
Given the importance of ICT in learning in educational institutions in Nigeria,
there is a need for research on the drivers of its use despite the inherent
constraints of its use. This therefore has informed the need for this research
towards the use ICT facilities by students of Library and Information Science
in Ambrose Alli University and Delta State University.
1.3
Objectives
of the Study
The overall objective of this research is
to study the use of ICT in learning in Library and Information Science schools in
two universities in south-south.
To achieve this, the
goals of the study shall be specifically directed and finding out:
1. The ICT facilities available for use by the students
of Library and Information Science schools in selected Universities for
learning.
2.
The extent to which Library and Information
Science students are satisfied with learning resources accessible through ICT facilities
in selected Universities.
3.
The level of ICT utilization among Library
and Information Science students in selected Universities.
4.
The extent to which Library and Information
Science students have access to the ICT facilities in their library in selected
Universities.
5.
The challenges facing the use of ICT
facilities among Library and Information Science students in selected
Universities.
1.4 Research
Questions
1.
Are ICT facilities available for use by
library and information science students for learning in the selected
Universities?
2.
To what extent are library and
information science students satisfied with ICT facilities in their in the selected Universities?
3.
To what extent do library and
information science students utilize ICT for learning in selected universities?
4. To what extent do library and information
science students have access to ICT facilities in the selected Universities?
5.
What are the challenges facing the use
of ICT facilities among library and information science students in the selected
Universities?
1.5
Scope
of the Study
The
areas focused on this research are two universities in south-south: Edo state
and Delta state. These are Ambrose Alli University and Delta state University. The
research is limited to students of library and information science students, students
from other universities will be excluded.
1.6
Significance of the Study
This study is expected to provide a
basic comprehensive information on the use of ICT facilities by students the
study will established the existing in use of ICT facilities for learning by
library and information science students in achieving their statutory .firstly
the study will be of benefit to students on the use of ICT facilities for
learning. Lastly the study will be of immense benefit to researchers who would carry
out further investigation in related areas.
1.7 Limitations
During the conduct of this research
work, the researcher encountered problems which affected the quality and
quantity of data collected; such respondents misplacing of questionnaire and
given them new one to fill, time, financial and the reliability of response
from the population of research sampling.
1.8
Operational Definition of Terms:
ICT:
Information
and communications technology (ICT)
is an extended term for information
technology (IT)which stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers
as well as necessary enterprise
software, middleware, storage, and audio-visual systems, which enable
users to access, store, transmit, and manipulate information.
Learning:
learning is a classification that includes several area of functioning in which
a person has difficulty, learning in a
typical manner,’’ this does not exclude the ability to learn in a different
manner.
ICT
facilities: can be define as tools and as well as means used for collection, capture,
process, storage, transmission and
dissemination of information.
Library:
is a building or room containing collections of books, periodicals, and
sometimes films and recorded music for use or borrowing by the public or the
members of an institution.
Information:
Can
be define as knowledge obtained from investigation, study, or instruction.
Science: can be define as the
intellectual and practical activity encompassing the systematic study of the
structure and behavior of the physical and natural world through observation
and experiment.
================================================================
Item Type: Project Material | Attribute: 41 pages | Chapters: 1-5
Format: MS Word | Price: N3,000 | Delivery: Within 30Mins.
================================================================
No comments:
Post a Comment