UTILIZATION OF DIGITAL INSTRUCTIONAL TECHNOLOGIES FOR TEACHING OFFICE TECHNOLOGY AND MANAGEMENT STUDENTS IN THE NEW NORMAL IN POLYTECHNICS, IN NORTH-CENTRAL, NIGERIA

Abstract:
The COVID-19 pandemic has significantly impacted the education sector worldwide, leading to the adoption of digital instructional technologies to facilitate remote learning. This study aims to explore the utilization of digital instructional technologies for teaching Office Technology and Management (OTM) students in the new normal in polytechnics located in the North-Central region of Nigeria.

The research employed a mixed-methods approach, combining both qualitative and quantitative data collection and analysis techniques. The study sample consisted of OTM students, faculty members, and administrators from selected polytechnics in the North-Central region. Data were collected through surveys, interviews, and observations.

The findings of the study reveal that the rapid transition to digital instructional technologies has had both positive and negative implications for teaching OTM students. On the positive side, the use of digital instructional technologies has increased access to learning materials, facilitated collaboration among students, and provided flexibility in delivering course content. Moreover, students reported increased engagement and motivation when using these technologies.

However, several challenges were identified. Limited access to reliable internet connectivity and digital devices, inadequate training and technical support for students and faculty, and the need for effective strategies to ensure student participation and interaction in online classes were major concerns. Additionally, some faculty members faced difficulties in adapting their teaching methods to the online environment.

To address these challenges, the study recommends the implementation of comprehensive strategies. These include improving internet infrastructure and ensuring affordable access to digital devices, providing training and technical support for both students and faculty, and developing pedagogical approaches that promote student engagement and interaction in the online learning environment.

The implications of this study emphasize the importance of integrating digital instructional technologies into the educational landscape, particularly in the context of OTM education in polytechnics. Policymakers, educational institutions, and stakeholders should collaborate to invest in infrastructure, training, and support systems to enhance the effective utilization of digital instructional technologies for teaching OTM students in the new normal.

Keywords: digital instructional technologies, remote learning, Office Technology and Management, polytechnics, North-Central Nigeria, online education, student engagement, faculty training.