CHAPTER ONE

INTRODUCTION

1. BACKGROUND OF THE STUDY

21st century is knowledge and information revolution century. It means the conversion of industrial society into informational society; and today the richest countries and human societies are those who have access to the greatest knowledge, awareness and information. Certainly, the leadership of future education will be assumed by ICT. (Norouzi et al., 1387). Technology will have a critical role in 21st century (Alinston, 2002). Therefore, nowadays using IT is essential for every organization (Kurupparachchi et al., 2002). During the last semi-century, modern organizations have increased investing on IT, because they believe that IT has a positive effect on the organizational performance (Muata et al., 2003). In the organizations, data network has become as important as the social network and they are actually has been merged together (Baines, 1998: 49). Finally it must be noted that nowadays IT application is a common characteristic of organizations and has been proved as a vital factor in the success of many organizations (McClea &Yen, 2005).

Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Many countries 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. UNESCO (2000) aims to ensure that all countries, both developed and developing, have access to the best educational facilities necessary to prepare young people to play full roles in modern society and to contribute to a knowledge nation. In fact, Information and communication technologies (ICTs) are a major factor in shaping the new global economy and producing rapid changes in society. ICT permeates the business environment, it underpins the success of modern corporations, and it provides governments with an efficient infrastructure. At the same time, ICT adds value to the processes of learning, and in the organisation and management of learning institutions. The United Nations Educational Scientific and Cultural Organization (UNESCO) and the International Labour Organization (ILO) recommendations of 2002 on technical and vocational education and training for twenty-first Century, define the “technical and vocational education” as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life.

Stevens (2001) identified five barriers related to the implementation of ICT-mediated learning in technical education, namely: content and curriculum, appropriateness and efficacy of technologies, quality and branding of programmes, stakeholders’ resistance to innovations, and the digital divide. The Conference Board of Canada (2000) also asserted nine of the most common challenges faced by employers who have attempted to use ICTs for workplace learning. These are: lack of time, money and support; technological and systemic limitations; difficulty of using ICTs; no evaluation of outcomes; resistance to change; lack of planning; lack of communication; lack of leadership; and learner resistance. Several authors (Okorie, 2011; Okeke & Eze, 2010; Etuk & Asokwu, 2015) opined that poor funding, curriculum defect, inequity in urban/ rural deployment of technical education teachers; amongst others are challenges ICT in technical education.

1. STATEMENT OF THE PROBLEM

The increased use of information and communication technologies (ICTs) in technical education has resulted in a major paradigm shift; from a total dependence on the objectivist paradigm to a growing adherence to the cognitivist and constructivist paradigms. For instance the use of ICTs in distance education has brought about a teaching method, which is constructivist, cooperative and intuitive (Wonacott, 2001). ICTs are revolutionizing education by removing distance from education and making learning increasingly available to all (Industry Canada, 1997). Technology enhanced learning will play a crucial role in the development of a lifelong learning culture and has the capacity to empower learners by providing them with multiple pathways that offer choice and channels to meet their education and training needs (Human Resources Development Canada,1998). It is not surprising therefore, to see a growing interest in Technology – Based learning (TBL) across the world. TBL can enhance teaching and learning, it has the potential to become cost effective as it offers greater flexibility regarding time and location of training delivery (Furst-Bowe, 1996). Additionally, TBL may facilitate institutional policy regarding access and equity (Lafreniere, 1997).

Yusuf, (2005) averted that the most common problems associated with the effective integration of ICT in general educational system in Nigeria are: Lack of qualified ICT personnel, cost of equipment, management’s attitudes, inconsistent electric power supply, non-inclusion of ICT programmes in teachers’ training curricula. While Adeosun, (2010) opined that ICT integration are deficient with regards to human asset advancement as far as skilled educators to utilize ICT in instructing and learning forms, just as ICT infrastructures. Similarly, technical challenges for most institutions to successfully integrate ICT into learning and teaching in particular, is the high cost of internet bandwidth and it is clear that institutions do not have the technical ICT expertise to produce articulated strategies for the on-going development of their ICT infrastructure.

1.3 AIM AND OBJECTIVES OF THE STUDY

The main objective of the study is to investigate the place of ICTs in repositioning technical education for post Covid 19 era.

Specifically, the study is required to:

1. Determine the importance of ICT in technical education
2. Examine whether ICT facilities available and used for teaching and learning in technical education
3. Evaluate the challenges facing ICT in technical education
4. Assess the role of ICT in technical education

1.4 RESEARCH QUESTIONS

Arising from the research objectives, the following research questions will be address in the study:

1. What is the importance of ICT in technical education?
2. To know whether ICT facilities available and used for teaching and learning in technical education?
3. What are the challenges facing ICT in technical education?
4. What are the roles of ICT in technical education?

1.5 RESEARCH HYPOTHESIS

H0 there is no significant relationship between information communication technology and technical education.

H1 there is significant relationship between information communication technology and technical education.

1.6 SIGNIFICANCE OF THE STUDY

The study is very crucial to understudy especially in this present era where information and communication technology is the key leading of digital age.

The study will be highly beneficial to the technical education students because the importance and the role of information communication technology in technical education which cannot be over emphasized will be revealed.

Also, the findings of the study will be helpful to the ministry of education, private and public school owners and the government to develop and implement a curriculum of information and communication technology for the technical education students.

1.7 SCOPE OF THE STUDY

The study is focus on information and communication technology in repositioning technical education for post Covid 19 era. It cut across to cover the role and importance of information and communication technology in technical education. It also covers the challenges of ICT in technical education.

1. LIMITATION OF THE STUDY

TIME CONSTRAINTS: One the challenges experienced by the researcher is the issue of time; the research will simultaneously engage in departmental activities like seminars and attendance to lectures. But the researcher was able to meet up with the deadline for the submission of the project.

FINANCIAL CONSTRAINTS: Every research work needs funding; however lack of adequate funds might affect the speed of the researcher in getting materials for completion of the project.

1. DEFINITION OF TERMS

Information and communication technology

Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications andtheintegrationof telecommunications (telephone lines and wireless signals) and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, and manipulate information.

The term ICT is also used to refer to the convergence of audiovisual and telephone networks with computer networks through a single cabling or link system. There are large economic incentives to merge the telephone network with the computer network system using a single unified system of cabling, signal distribution, and management. ICT is an umbrella term that includes any communication device, encompassing radio, television, cell phones, computer and network hardware, satellite systems and so on, as well as the various services and appliances with them such as video conferencing and distance learning.

Education reform 

Education reform is the name given to the goal of changing public education. Historically, the motivations for reform have reflected the contemporary needs of society. For example, currently, education reform focuses on amending the existing system from one focused on inputs to one focused on outputs (i.e., student achievement).

Internet

The Internet (or internet) is the global system of interconnected computer networks that uses the Internet protocol suite (TCP/IP) to communicate between networks and devices. It is a network of networks that consists of private, public, academic, business, and government networks of local to global scope, linked by a broad array of electronic, wireless, and optical networking technologies. The Internet carries a vast range of information resources and services, such as the inter-linked hypertext documents and applications of the World Wide Web (WWW), electronic mail, telephony, and file sharing.

Effectiveness   

Effectiveness is the capability of producing a desired result or the ability to produce desired output. When something is deemed effective, it means it has an intended or expected outcome, or produces a deep, vivid impression.