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CHALLENGES TO UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) IN NIGERIAN TERTIARY EDUCATIONAL INSTITUTIONS
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:
Information and Communication Technologies (ICTs) play a vital role in modern education by enhancing teaching, learning, and administrative processes. Nigerian tertiary educational institutions recognize the potential benefits of ICTs and have made efforts to integrate them into their systems. However, several challenges hinder the effective utilization of these technologies, impeding their full potential in enhancing education.
This abstract provides an overview of the challenges faced by Nigerian tertiary educational institutions in utilizing ICTs. It highlights the key obstacles encountered at various levels, including infrastructure, funding, digital literacy, policy implementation, and pedagogical transformation.
Firstly, inadequate ICT infrastructure poses a significant challenge. Many institutions struggle with limited internet connectivity, insufficient computer labs, outdated equipment, and unreliable power supply. These infrastructure deficiencies hinder the smooth operation and accessibility of ICT tools and services.
Secondly, financial constraints hamper the effective integration of ICTs. Insufficient funding allocation for ICT infrastructure development, maintenance, and training limits the ability of institutions to acquire and update necessary hardware, software, and network infrastructure. This financial gap also affects the provision of ICT training for staff and students.
Thirdly, the lack of digital literacy skills among educators and students is a significant barrier. Many faculty members and students are not adequately equipped with the necessary ICT skills to fully exploit the potential of these technologies. This knowledge gap affects the effective use of ICT tools and limits their integration into teaching and learning practices.
Furthermore, the absence of comprehensive policies and frameworks for ICT integration in educational institutions poses a significant challenge. Clear guidelines and regulations are necessary to ensure proper planning, implementation, and evaluation of ICT initiatives. The lack of coherent policies hinders the establishment of a conducive environment for ICT utilization.
Lastly, the resistance to pedagogical transformation presents a challenge to ICT integration. Traditional teaching approaches and resistance to change hinder the adoption of innovative pedagogical methods that leverage ICTs. Faculty members may be hesitant to embrace technology-driven teaching methods, leading to a limited exploration of ICT's full potential in education.
Addressing these challenges requires a multi-faceted approach. It involves improving ICT infrastructure, allocating adequate funding for ICT development and training, enhancing digital literacy programs, formulating comprehensive policies, and promoting a culture of pedagogical innovation. Overcoming these hurdles will enable Nigerian tertiary educational institutions to fully harness the benefits of ICTs and enhance the quality of education in the country.
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