Female Lecturers&#39; Perception of ICT Integration for Teaching and Learning in University of Ibadan, Nigeria

The University ◽

University Of Ibadan

Deployment of Information and Communication Technology (ICT) for teaching and learning affords learners' flexibility in learning such that they can learn as individuals or groups. The dissemination of information by lecturers to learners will also be facilitated by the use of ICT. The University of Ibadan designed a courseware development programme for 20 female lecturers to improve the use of technology for teaching and research. Data was collected using a questionnaire, interview and secondary data. Results revealed that the lecturers found the programme very relevant, appropriate but demanding. The major challenges were limited access to some of the technologies, fluctuation in internet connectivity and poor ICT literacy skills. Improvement in the level of ICT use requires the development of relevant infrastructure and ICT literacy training which were identified as critical for its successful deployment.

Female Lecturers' Perception of ICT Integration for Teaching and Learning in University of Ibadan, Nigeria

International Journal of Information and Communication Technology Education ◽

10.4018/ijicte.2016010102 ◽

2016 ◽

Vol 12 (1) ◽

pp. 11-21 ◽

Cited By ~ 1

Author(s):

Airen Adetimirin

Keyword(s):

Teaching And Learning ◽

Secondary Data ◽

Literacy Skills ◽

Ict Literacy ◽

Ict Integration ◽

Use Of Technology ◽

Or Groups ◽

The University ◽

University Of Ibadan

Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom - Advances in Educational Technologies and Instructional Design ◽

The Integration of Information and Communication Technology in Pre-University Education in Ghana

10.4018/978-1-7998-0238-9.ch009 ◽

2020 ◽

pp. 109-123

Author(s):

Patrick Ohemeng Gyaase ◽

Samuel Adu Gyamfi ◽

Alfred Kuranchie ◽

Faustina Scholarstica Koomson

Keyword(s):

Teaching And Learning ◽

Knowledge Society ◽

Secondary Data ◽

University Education ◽

Primary Data ◽

Ict Literacy ◽

Service Training ◽

Integration Of Ict ◽

Education In Ghana

Educationists throughout the world are attesting to the capabilities of ICT for innovations in teaching and learning. There are evidences that integrating ICT into education enhances the learners' creativity and opens up new ways of knowledge acquisition and sharing. ICT is also credited with the improvement of teaching and learning of new skills needed to fully function in the 21st century knowledge society. This research was undertaken to evaluate the current state of ICT integration into the pre-university education and identify the barriers through principal components analysis and make the necessary recommendations. The research utilized both primary and secondary data. The primary data was collected through questionnaires and interviews while secondary data was obtained from reviews of government policy documents and reports. The study found an already existing ICT literacy education in the pre-university educational system in Ghana. There is also increasing access to and knowledge of ICT hardware and services. However, inadequate infrastructure, inadequate technology skills, lack of technical support, and inappropriate content are the challenges militating against effective integration of ICT in schools' curricula. Restructuring the curriculum of the various subjects, in-service training for teachers, integration of ICT into teacher training, and provision of internet connectivity infrastructure and services are recommended.

Information and Communication Technology Literacy Skills and Class Instruction: a Comprehensive Perception Survey of University of Benin First Year Students

Nordic Journal of Information Literacy in Higher Education ◽

10.15845/noril.v7i1.222 ◽

2015 ◽

Vol 7 (1) ◽

pp. 63-79 ◽

Cited By ~ 1

Author(s):

Luke O. Obasuyi

Keyword(s):

Communication Technology ◽

Computer Software ◽

Literacy Skills ◽

First Year ◽

Ict Literacy ◽

First Year Students ◽

Significant Difference ◽

Class Instruction ◽

The University

This study investigates the influence of class instruction (GST 111 – use of library) on University of Benin (UNIBEN) first year students’ information and communication technology (ICT) literacy skills. The study adopted the survey research method using the questionnaire as research instrument. First year students in the 2013/2014 academic session constituted the population of study. Simple random and total enumeration sampling methods were used to collect data from students in five out of twelve faculties in the university. The questionnaire used is a 4-point likert scale instrument: SA (Strongly agreed) = 4; A (Agreed) = 3; D (Disagreed) = 2; and SD (Strongly disagreed) = 1. Data was collected at the end of the first semester when the GST 111 – use of library was concluded. Results revealed that Computer, Software, Internet, WWW and ICT literacy skills of the students are high. There is a significant difference in Computer, Software, Internet and WWW and ICT literacy skills of the students per faculty. Majority (65%) of the students are skillful in ICT use. Class instruction is very well perceived by the students and it positively influenced students’ ICT literacy skills. Gender and secondary school attended did not influence students’ ICT literacy skills. There is no significant difference between male and female students’ ICT literacy skills as well as students that attended private or public secondary schools. It is therefore concluded that the students are highly ICT literate and class instruction (GST 111 – use of library) course mainly influenced the students’ ICT literacy skills thus the class instruction programme in the university is adequate and effective.

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives

10.21432/t2004h ◽

2015 ◽

Vol 41 (3) ◽

Cited By ~ 3

Author(s):

Jia Li ◽

Catherine Snow ◽

Claire White

Keyword(s):

Academic Success ◽

Literacy Instruction ◽

Teaching And Learning ◽

New Technologies ◽

Linguistically Diverse ◽

The United States ◽

Literacy Skills ◽

Language And Literacy ◽

Adolescent Students ◽

Use Of Technology

Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1) urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2) they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3) 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.

MODELING LEARNING GAME BASED DIGITAL TO CHILDREN OF SENIOR HIGH SCHOOL FOR GEOGRAPHY SCIENCE BASED ON UNITY

Jurnal Informatika Upgris ◽

10.26877/jiu.v2i2.1266 ◽

2016 ◽

Vol 2 (2) ◽

Author(s):

Astrid Novita Putri ◽

Wiratama Adi Wibawa

Keyword(s):

Information And Communication Technology ◽

Communication Technology ◽

Teaching And Learning ◽

Major Effect ◽

Effective Solution ◽

Unity 3D ◽

Use Of Technology ◽

Technology In Teaching ◽

Learning Game ◽

Information And Communication

The development of information and communication technology is now a major effect on manyaspects of life, even human behavior and activities are now a lot depends on the information andcommunication technology. One example is the use of technology in teaching and learning, namely withthe game. The game is already familiar to the students. When students are lazy to read books whilestudying, they are cool to play games. Therefore, the author makes an effective solution in learning sothat they are not lazy to study. This game was designed with the concept of 2D so it can be run onsmartphones that have lower specs. To build this game, the author uses Unity 3D 5.4. So, students canlearn with pleasure and do not get bored while studying.

Digital Literacy in a Lifelong Learning Programme for Adults

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch047 ◽

2014 ◽

pp. 841-856

Author(s):

Athanassios Jimoyiannis ◽

Maria N. Gravani

Keyword(s):

Lifelong Learning ◽

Instructional Practices ◽

Digital Literacy ◽

Communication Technologies ◽

Literacy Skills ◽

Ict Literacy ◽

Individual Instruction ◽

To Come

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults' knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners' needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The paper ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

Mobile Technologies in Educational Organizations - Advances in Educational Technologies and Instructional Design ◽

Preparing Preservice Teachers to Use Mobile Technologies

10.4018/978-1-5225-8106-2.ch003 ◽

2019 ◽

pp. 42-62

Author(s):

Carolyne Nekesa Obonyo

Keyword(s):

Preservice Teachers ◽

Teacher Preparation ◽

Teaching And Learning ◽

Communication Technologies ◽

Mobile Technologies ◽

K 12 ◽

Effective Use ◽

The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

Digital Literacy in a Lifelong Learning Programme for Adults

Current Trends and Future Practices for Digital Literacy and Competence ◽

10.4018/978-1-4666-0903-7.ch010 ◽

2012 ◽

pp. 109-123 ◽

Cited By ~ 3

Author(s):

Athanassios Jimoyiannis ◽

Maria Gravani

Keyword(s):

Lifelong Learning ◽

Instructional Practices ◽

Digital Literacy ◽

Communication Technologies ◽

Literacy Skills ◽

Ict Literacy ◽

Individual Instruction ◽

To Come

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults’ knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners’ needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The paper ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

Translation and Translanguaging in Multilingual Contexts ◽

10.1075/ttmc.00052.per ◽

2020 ◽

Vol 6 (2) ◽

pp. 172-182

Author(s):

María Perramon ◽

Xus Ugarte

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Teaching Staff ◽

Teaching Resources ◽

Face To Face ◽

University Degree ◽

The University ◽

Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

A collaborative approach to the use of archives in information literacy teaching and learning in an arts university

Art Libraries Journal ◽

10.1017/s0307472200018526 ◽

2014 ◽

Vol 39 (4) ◽

pp. 27-32 ◽

Cited By ~ 1

Author(s):

Adele Martin-Bowtell ◽

Rebekah Taylor

Keyword(s):

Information Literacy ◽

Teaching And Learning ◽

Literacy Skills ◽

Creative Arts ◽

Collaborative Approach ◽

Literacy Teaching ◽

Information Literacy Skills ◽

Formed Part ◽

Skills Learning ◽

The University

Why do significant parts of our art libraries collections remain undiscovered and unused? Seemingly invisible to students and staff, the university archive strong room creates a barrier, preventing our students and researchers from accessing and browsing materials, as they would with our open shelf collections. What happens when archive materials are freed from their confines, brought out into the studio and explored and used by arts students? Better still, what happens when librarian, archivist and academic collaborate to make this happen, enabling increased awareness of these resources and facilitating information literacy skills learning? Conclude this with an artistic response to this method of teaching and learning and you have the Animation Archive Day at the University for the Creative Arts. The day formed part of a longer term initiative put together by the archivist and librarian to raise awareness among students and staff of the opportunities to utilize archives in their subject specific creative arts learning and education. The project recognizes the importance of allowing students to steer and interact creatively with archive use in a library context.