Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation

The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET.

Globalization and its Challenges for Teacher Education in Nigeria

The phenomenon of globalization is defined variously, but in general, it is defined as the establishment of a global market for goods and capital, leading to what could be described as a multiplicity of linkages and interconnections between places, events, ideas, issues, and things, irrespective of whether they are directly related or not. Globalization on the other hand cannot be a reality in any nation if its educational system is not implicitly or explicitly geared towards achieving meaningful and desirable change for that society. However, since education and indeed the (educator) teacher constitute the most viable instruments by which an emerging nation can catch up with the developed countries, globalization will therefore be a mirage if teacher education is not geared towards producing teachers who are globalization friendly, teachers who are not allergic to globalization. In view of the above, this chapter examines the concept of globalization side by side with the current goals of teacher education in Nigeria.

Knowledge Management and Reverse Mentoring in the Nigerian Tertiary Institutions

The effective management of knowledge is now believed to be the main core competence in order for an organization to survive within the competitive business environment in Nigeria. However, the current implementation of KM within the Nigerian tertiary institution is still in its developmental phase. The Nigerian tertiary institution is resource-oriented, and as such, the most important assets to the universities within the educational sector are their knowledge assets. Therefore, Nigerian tertiary institutions need to understand and appreciate that knowledge is a valuable asset that can help sustain their competitive advantage within this sector. This chapter, therefore, focuses on the relationship between knowledge management and reverse mentoring within the Nigerian tertiary sector. It also focuses on the challenges of reverse mentoring and how value can be derived when knowledge is shared as a result of the mentoring relationship being established between the participants involved (mentor and the mentee).

Finding Common Ground

As technology's presence in higher education rises, so does its impact on culture. Scholars with vastly different opinions have written on what they perceive as the place of technology in higher education. This chapter aims at reconciling those differences. Rather than agreeing with one side over the other, this chapter takes its stance using a constructive hermeneutic in a postmodern age: understanding the limited and biased ground of one's own perspective and learning, which is the pragmatic good in a time of difference. Finally, this chapter offers a decision model for educators to evaluate the uses of technology in higher education.

Cultural Factors Affecting Integration of Technology in Media Education in Nigeria

Today's world is aptly described as an information age, driven primarily by Information and Communication Technologies. This chapter stresses the idea that ICT usage in media education will not only improve the capacity of the students to learn but also improve the capacity of the facilitators. Although there are a number of factors that affect the integration of technology in learning, the chapter advocates that against the benefit of ICT education proactive steps need to be taken to redress the low trend if the graduates must compete with others, particularly those with overseas qualifications and other professionals in today's globalised and evanescent technological world.

Re-Branding Community Organizations for the Actualization of Development Goals in the Rural Communities in Nigeria

Community organizations, also known as community-based organizations, are civil society and non-profit social organizations based in the community with the main thrust being benefiting their members and the community at large. Community organizations have their roots in the community members organizing themselves for needs identification and realization of development goals. They are a subset of the wider group of non-profit organizations. Community organizations operate with the locality to ensure the community with sustainable provisions of community-service and action. This chapter highlights some measures for making community organizations more active and alive in the community of operations.

Influence of Globalisation on Teaching and Learning

This chapter examines the influence of globalization on teaching and learning and the poor state of Information Literacy skills (IL) of students owing to the neglect of IL programmes in Nigerian tertiary institutions. Conceptualizing IL and situating it within the framework of the Nigerian higher institutions, the chapter discusses the implementation of IL programmes in these institutions and the likely attendant challenges. It concludes on the poor state of IL skills of students, which is due to the lack of implementation of IL programmes in higher institutions of learning in Nigeria. It recommends, among others, that administrators and planners of tertiary education in Nigeria should begin to see IL as more of an academic issue, rather than being a library thing, and urges regulatory agencies of these institutions to become more responsible in embracing contemporary issues like the IL programmes.

The Global School in the Local Classroom

This chapter was written to highlight the value for cross-cultural communication practices in schools with the support of innovative Information and Communication Technology (ICT). A detailed theoretical foundation was provided to justify the inclusion of global perspectives in the classroom through cross-cultural communication, which is made possible with ICT. This chapter details the perceptions of 80 pre-K to 12 teachers via a survey study, which shaped the author's suggestions for practical ICT cross-cultural communication opportunities in the classroom. Implementation strategies include classroom-to-classroom and classroom-to-world cross-cultural communication opportunities. This chapter suggests practical solutions supported by solid theoretical justifications for utilizing ICT to facilitate cross-cultural communication and improving student global awareness.

Adoption and Use of Information and Communication Technologies (ICTs) in Library and Information Centres

This chapter discusses ICTs adoption and use in libraries and its implication on the educational systems. The survey method is used; data is collected with the aid of questionnaires. The purpose of the study is to find out the present state of ICTs in libraries in Nigeria, the areas where ICTs have impacted the library and educational system, opportunities of ICTs adoption and use in libraries, challenges of ICTs adoption and use in libraries, and remedies to the challenges for effective ICTs adoption and use in libraries. Five universities, each from South-South and South-West Nigeria, are used for the study. The findings reveal that the libraries have adopted and are using ICT facilities for their functions and services. It also reveals that ICT facilities in libraries have impacted the educational systems in several ways. The chapter recommends that government should fund libraries adequately for effective and efficient service delivery.

Promoting Instructional Technology for Effective and Efficient Academic Performance in Nigerian Schools

The concept of Instructional Technology (IT) has become recognized as a crucial element in the educational field. Instructional technologies are now supporting curricula that promote effectiveness and efficiency in academic performance of all levels of education in Nigerian schools. The objectives of bringing all the instructional tools together are to engage students and have the best potential that enhances learning outcomes. The concern of this chapter, therefore, is to address the agreeable definition of instructional technology, IT as educational problem solver focused on emerging technologies for teaching and learning. Areas of consideration are instructional technologies and its challenges, effective organization of instructional materials in schools, usefulness of local instructional packages, and obstacles in using instructional technology in Nigerian schools. The chapter concludes and recommends that schools should create enabling environments for the use of Instructional Technology (IT), which would enhance efficiency in teaching and learning.