THE EFFECT OF INFORMATION AND COMMUNICATION TECHNOLOGY TOWARDS EDUCATIONAL MANAGEMENT IN TERTIARY INSTITUTIONS

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1 THE EFFECT OF INFORMATION AND COMMUNICATION TECHNOLOGY TOWARDS EDUCATIONAL MANAGEMENT IN TERTIARY INSTITUTIONS Introduction One of the most significant changes in education in recent years has been the universal availability of a range of information and communication technology (ICT) at schools, work places and homes. The increased access to knowledge and resources that ICT offers has already transformed the world, impacting upon teaching and learning in schools. Globalization and technological change have created a new global economy powered by technology, fuelled by information and driven by knowledge Tinio (2002). Gaible (2009) affirms that ICT occupies a complex position in relation to globalization. The emergence of this new global economy has serious implications on the nature and purpose of educational institutions. Thornburg (2000) notes that as the half-life of information continues to shrink and access to information continues to grow exponentially, schools cannot remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time. Rather, schools must promote learning to learn the acquisition of knowledge and skills that make possible continuous learning over the lifetime. Thus, the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn (Tinio, 2002). The impact of ICT has become a key factor in many studies in understanding how new technologies, might be a catalyst and a driving force for change processes. It has the potential to accelerate, enrich and deepen skills in teaching and learning. It can help in motivating and encouraging students in learning to be independent and responsible for their own learning. Dayo Adesulu, (Vanguard June 25, 2015): for Nigerian universities and their product to compete favorably with their counterparts globally, it has been suggested by over 50 universities that there must be a strategic adoption of technology as an integral part of the teaching and learning process. Many countries, according to UNESCO (2002), 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.

2 ICT is having a revolutionary impart on educational methodology globally, thereby enhancing the utilization of the internet to deliver e-learning. This has the initiatives to expand the geographical reach of the universities. Laju Iren, (Vanguard May 01, 2015) said online education is becoming popular as a way of offering massive education to people. The rationale behind e-learning is such that individuals within disparate remote locations can acquire education through the use of ICT. According to Laju Iren: Professor Sola Akinrinde during training for top executives in tertiary institution held in Texas USA: charged the executives to build capacity for their staff by deploying technologies for teaching, using Smart boards, Online teaching, Social media and Google scholar facilities to enhance effective teaching and learning processes. With advances in ICT, electronic information resources such as electronic books, electronic journals, CD-ROM databases, OPAC, online databases and the internet have launched the world into an information age. No institution or organization can still rely on only traditional printed information resources to perform effectively and efficiently. To educators, ICT is a significant development that provides tools for managing and maximizing teaching and learning not limited by space or time. The invention of the Internet in the 1960 s drastically revolutionalised the perception and impact of the ICT in the world at large. The Internet can be defined as a means of connecting a computer to any other computer anywhere in the world via dedicated routers and servers. However as a digital tool of ICT, Internet has strengthen teaching and learning as it provides powerful resources and services for student to meet their educational needs. The Internet has the potentials to change the way society retains and access knowledge and to transform and restructure traditional models of higher education delivery and interaction. It allows for networking among students and teachers to facilitate exchange of ideas and improve opportunities for connecting schools to the world as learning is expanding beyond the classroom. Information and communication technologies (ICTs) are potentially powerful enabling tools for educational change and reform processes through improving both access to education and the quality of that education. ICTs help expand access to education, strengthen the relevance of education to the increasingly digital workplace and raise educational quality by helping make teaching and learning into an engaging, active process connected to real life when used appropriately. Generally, ICTs empower teachers and learners, promote change and foster the development of 21st century skills. However, there is no one, singular strategy for determining the optimal level of ICT integration in the educational system.

3 Significant challenges confronting the integration of ICTs in education are in the areas of educational policy and planning, infrastructure, language and content, capacity building and financing. Educational reforms through ICTs require clear and specific objectives, guidelines and time-bound targets, the mobilization of required resources and political commitment at all levels to ensure the success of the initiative. The planning elements for ICT involve a thorough analysis of the present state of the educational system; the specification of educational goals at different education and training levels, as well as the different modalities of use of ICTs that can best be utilized in pursuit of these goals; the identification of stakeholders and the harmonizing of efforts across different interest groups; the piloting of the chosen ICT-based model; and the specification of existing sources of financing and the development of strategies for generating financial resources to support ICT use over the long run. The national telecommunications and information infrastructure is the foundation for a country s educational technology infrastructure. Before launching an ICT-based program, consideration must be given to appropriate rooms or buildings available to house the technology, the availability of electricity and telephony; and the ubiquity of different types of ICT in the country in general and in the educational system in particular. To enhance computer-based or online learning, there must be access to computers in schools, communities and households, as well as affordable internet service. ICT use in education should follow use in society. It is cheaper and easier to introduce a form of technology into education and keep it working where education enjoys a large-scale development by governments or the private sector. Objectives of the study The new global economy created by technological change and globalization with ICTs at the core has serious implications on the nature and purpose of educational institutions. ICTs are potentially powerful enabling tools for educational change and reform processes. The extent to which this has helped improved both access to education and the quality of that education in Nigeria requires determination. The educational effectiveness of ICTs depends on their use and purpose. But how have these been employed in expanding access to, and raising quality education in Nigeria? The optimal level of ICT integration in the educational system also needs to be ascertained. The continuous rise in the need for both formal and informal education as a result of population explosion has necessitated the need for better management of educational institutions. This prompted the development of distance learning. ICT has been the major tool that has been implored in meeting these demands due its capabilities In a conference organized by Softcom Limited in partnership with Diamond Bank and Samsung Electronics, provided opportunities for participants to witness practical applications of mobile learning devices, which are already operational at Covenant

4 University. Edusocial was described as software deployed in a tablet which makes learning sociable and exciting. It does not take away the need to go to class. However, it makes learning more effective. Before students get to class, they can know everything they ought to know about the lecture and lecturer, such that, if coming to class for the first time, a student can know who is sitting next to him or her, know what courses are to be thought and who the lecturers are. With this App in the special tablet, lecturers don t need to come to class before students read notes. Student can discuss with classmates. It is total education put into one tablet. With this student don t need to go to classroom with notebooks to write but writes with their tablets so that it synchronizes with other students notes and ideas together. With the highlights of things, the objectives of this study is intended to a. Outline the conceptual framework of ICT in distance learning b. To analyze the effect of ICT towards research and development c. To compare and evaluate student and teachers performance using ICT d. To provide a comprehensive review of ICT in academic integrity Methodology In this study both qualitative and quantitative approaches will be undertaken to provide information and knowledge about this project from a range of stakeholders. It will cut across students in National Open University of Nigeria, Covenant University, and two Universities from south south and south east of Nigeria. Qualitative Approach: The qualitative method to be utilized is based fundamentally with the notion of how ICT affect teaching, learning, research and development in tertiary institutions. The conceptual framework allows for the views, opinions and stories from participants and will be facilitated through a range of qualitative interview process. A series of in-depth interviews will be undertaken with the lectures and students. This interview will provide for depth discussion in regards to the key research issues and will help develop the framework for other aspects of the research, in particular the narratives and the student satisfaction survey. Qualitative Approach A qualitative approach will be undertaken in regard to gaining wider student participation in the evaluation process. The pilot instrument will be in the form of a student survey questionnaire which will be carried out in the Tertiary Institutions as mentioned above.

5 Expected outcome The potential of each technology varies according to how it is used. ICTs encompass so many different things and can be used in various ways to help address varying education challenges in Nigeira. Haddad and Drexler (2002) identify at least five levels of technology use in education: presentation, demonstration, drill and practice, interaction and collaboration. Print, audio/video cassettes, radio TV broadcasts, computers or the Internet may be used for presentation and demonstration. Video technologies, drill and practice may also be performed using the whole range of technologies. However, networked computers and the Internet have the best potential of enabling interactive and collaborative learning. The overall impact of ICTs on education requires consideration in the areas of effectiveness, cost, equity and sustainability. The educational effectiveness of ICTs depends on how they are used and for what purpose. ICT tools have been used in: a. Enhancing access to education b. Raising quality education. c. Reducing exam malpractice d. Increasing research and development The use of computers, the Internet and related technologies, given adequate teacher training and support, can indeed facilitate the transformation of the learning environment into a learner-centered one. Since technology use is fully integrated into the larger learning system, it is very difficult to isolate technology variable and determine whether any observed gains are due to technology use or some other factor or combination of factors. Information and Communication Technology (ICT) include diverse set of technological tools use to communicate, disseminate, store and manage information. Its use in schools by teachers and students has become a necessity as it will be used to improve the quality of teaching and learning in any educational institution. Kozma (2008) Identified important reason for investing in ICT for Education a. To support economic growth, mainly by developing human capital and increasing the productivity of the work force b. To promote social development by sharing knowledge, fostering cultural creativity, increasing democratic participation, improving access to government services and enhancing social cohesion. c. To enhance education reform- major curriculum revisions, shifts in pedagogy or assessment changes. d. To support educational management and accountability with an emphasis on computer-based testing and the use of digital data and management systems.

6 These features relate the issue of ICT in education to its function in a broader societal context. However the penetration of the new technologies requires teachers and educational consultant to adopt new approaches to maximize the potential of new technologies. The success of ICT integration in education depends on the development of various competencies throughout the educational system. This hinges on the teacher professional development, competency of educational administrators in using the technology, available and dedicated technical support specialists to ensure the continued viability of ICT; and content development units to adapt existing ICT-based educational materials for local use. Educational programs, therefore, should take a holistic approach to ICT and link the educational goal of expanded ICT use to necessary associated reforms of the curriculum, student assessment system, instructive approaches in the classroom and teacher training. References Condie, R. & Munro, R (2005). The Impact of ICT Initiatives in Scottish Schools. Dayo Adesulu (Vanguard June 25, 2015). Mobile learning technology way forward for varsities-experts. Dayo Adesulu (Vanguard July 23, 2015). Lectures tasked on building competence in teaching and learning. Gaible, E. (2009). Survey of ICT and Education in the Carribbean Volume1: Regional Trends and Analysis. Washington D. C: The World Bank. Kozma R.B (2008) Comparative analysis of policies for ICT in education. J. Voogt and G. knezek (eds). International handbook on Information technology in primary and secondary education. New York Laju Iren (Vanguard May 01, 2015). Can e-learning reduce education s greatest burdens? Tinio, V. L. (2002). ICT in Education. UNDP Bureau for Development Policy. (Online) Thornburg, D. (2002). Technology in K-12 Education: Envisioning a New Future. (Online)

7 UNESCO (2002). Information and Communication Technology: A Curriculum for Schools and Programme of Teacher Development. France: IFIP Working Paper.

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