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NEED FOR ADOPTION OF INFORMATION AND COMMUNICATION TECHNOLOGY FACILITIES IN TECHNOLOGY EDUCATION RESEARCH BY UNIVERSITY EDUCATORS AMID COVID-19 PANDEMIC PREVALENCE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The COVID-19 pandemic has significantly impacted the field of education, compelling educators to reconsider traditional teaching methodologies and embrace technological solutions. In the realm of technology education research, university educators have faced unique challenges and opportunities in adapting to the new normal. This abstract highlights the pressing need for the adoption of information and communication technology (ICT) facilities in technology education research, given the prevalence of the COVID-19 pandemic.
The pandemic has necessitated a shift from physical classrooms to remote learning environments, posing challenges for technology education research. University educators have had to find innovative ways to engage students, conduct experiments, and facilitate collaborative projects, all while adhering to social distancing protocols. In this context, the adoption of ICT facilities becomes crucial.
ICT facilities encompass a wide range of tools and resources, including virtual learning platforms, online collaboration tools, video conferencing software, simulation software, and cloud-based storage systems. By leveraging these technologies, university educators can continue their research endeavors while ensuring the safety and well-being of students and themselves.
The adoption of ICT facilities in technology education research offers several benefits. Firstly, it enables remote access to research materials, databases, and online libraries, ensuring that students and educators have access to up-to-date information and resources irrespective of physical location. Secondly, it facilitates virtual communication and collaboration, allowing educators to engage with students, colleagues, and experts from around the world. This enhances networking opportunities, knowledge exchange, and interdisciplinary research collaborations.
Moreover, ICT facilities provide a platform for conducting virtual experiments, simulations, and demonstrations, thus circumventing the limitations imposed by physical distancing requirements. These technologies can recreate real-world scenarios, enabling students to gain practical hands-on experience even in remote learning environments.
However, the adoption of ICT facilities in technology education research is not without challenges. Educators must overcome barriers such as technological infrastructure limitations, accessibility issues, and the need for adequate digital literacy training. It is essential for universities to invest in robust technological infrastructure, provide training and support for educators, and ensure equitable access to ICT facilities for all students.
In conclusion, the COVID-19 pandemic has necessitated the adoption of ICT facilities in technology education research by university educators. Embracing these technologies opens up new possibilities for remote learning, collaboration, and experimentation. By investing in ICT infrastructure and providing necessary support, universities can empower educators to continue their research endeavors effectively and ensure the quality and relevance of technology education in the face of ongoing global challenges.
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