Attitudes of Academic Staff towards the Use of Information Communication Technology as a Pedagogical Tool for Effective Teaching in FCT College of Education, Zuba-Abuja, Nigeria

Authors: Salako Emmanuel Adekunle

Abstract:

With numerous advantages of ICT in teaching such as using images to improve the retentive memory of students, academic staff is yet to deliver instructions adequately and effectively due to no power supply, lack of technical supports and non-availability of functional ICT tools. This study was conducted to investigate the attitudes of academic staff towards the use of information communication technology as a pedagogical tool for effective teaching in FCT College of Education, Zuba-Abuja, Nigeria. A sample of 200 academic staff from five schools/faculties was involved in the study. The respondents were selected by using simple random sampling technique (SRST). A questionnaire was developed and validated by the experts in Measurement and Evaluation, and reliability co-efficient of 0.85 was obtained. It was used to gather relevant data from the respondents. This study revealed that the respondents had positive attitudes towards the use of ICT as a pedagogical tool for effective teaching. Also, the uses of ICT by the academic staff included: to encourage closer relationship for attainment of higher academic, and to deliver instructions effectively. The study also revealed that there is a significant relationship between the attitudes and the uses of ICT by the academic staff. Based on these findings, some recommendations were made which include: power supply should be provided to operate ICT facilities for effective teaching, and technical assistance on ICT usage for effective delivery of instructions should be provided among other recommendations.

Keywords: Academic staff, attitudes, information communication technology, pedagogical tool, teaching and use.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1132529

References:

[1] A. R. Rasha, “Attitudes and Behavior of Ajman University of Science and Technology Students Towards the Environment”, International Academic Forum (IAFOR) Journal of Education, 2016, 4(1), 69-88.
[2] D. Seyithan, “Examining the Computer Attitudes and Internet Attitudes of Substitute Teachers: Self-Confidence towards ICT”, International Journal of Psycho-Educational Sciences, 2016, 5(2), 89-100.
[3] P. J. Kpolovie, and O. K. Awusaku, “ICT Adoption Attitude of Lecturers”, European Journal of Computer Science and Information Technology, 2016, 4(5), 9–57.
[4] R. Condie and K. Livingston, “Blendi”ng online learning with traditional approaches: changing practices”. British Journal of Educational Technology, 2007, 38 (2), 337 – 348.
[5] A. Mwalongo, “Teachers’ perceptions about ICT for teaching, professional development, administration and personal use”. International Journal of Education and Development using Information and Communication Technology, 2011, 7(3),36-49.
[6] B. B. C. Onwuagboke, & T. K. R. Singh, “Faculty attitude and use of ICT in instructional delivery in tertiary institutions in a developing nation”, International Journal of Research Studies in Educational Technology, 2016, 5(1), 77-88.
[7] N. Placidius, “Teachers’ Attitudes towards the use of information communication technology (ICT) as a pedagogical tool in secondary schools in Tanzania: the case of Kondoa district”, International Journal of Education and Research, 2014, 2(2), 1-16.
[8] C. Ogu, “Impact of ICT on academic performance of senior secondary schools students in Gwagwalada Area Council of Federal Capital Territory (FCT)–Abuja”, A Postgraduate Thesis submitted to the University of Maiduguri, 2016.
[9] M. Mlambo, “Information and Communication Technology in A-Level Physics teaching and learning at secondary schools in Maniculand Zimbabwe: Multiple case studies. A thesis submitted in fulfilment of the requirements of Master of Education (ICT), University of Rhodes, 2007.
[10] L. H. Wong, C. K. Chin, C. L. Tan, and M. Liu, “Students' Personal and Social Meaning Making in a Chinese Idiom Mobile Learning Environment”, Educational Technology & Society, 2010, 13(4), 15-26.
[11] D. Jonassen, J. Howland, R. Marra, and D. Crismond, “Meaningful learning with technology (3rd ed.)”, Upper Saddle River, NJ: Pearson, 2008.
[12] B. Almadhour, “The Integration of Information and Communication Technology into Secondary Technology Teachers Pedagogy in New Zealand”, A Dissertation submitted to Auckland University of Technology in partial fulfilment of the requirements for the Degree of Master of Education, 2010.
[13] F. T. Afamasaga-Wright, “Teacher Perceptions of Information Communication Technology in a secondary school in Samoa”, Thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements of Master in Education, 2008.
[14] E. K. Ang’ondi, “Teachers Attitudes and Perceptions on the Use of ICT in Teaching and Learning as Observed by ICT Champions”, World Conference on Computers in Education, 2013, 21-28.