22 Availability, Utilization And Management Of Educational Technology Resources In Fct Secondary Schools: Implication For Teaching And Learningin In The 21st Century

Abstract

This study was to ascertain the availability of Educational Technology resources for teaching and learning in FCT secondary schools, the level of usage and how they are being managed. Three research questions were used to guide the study. The design was descriptive survey with a population covering all the selected secondary schools in FCT. The sample size was hundred and thirty (130) teachers from the secondary schools. A structure questionnaire was used as instrument for data collection. The findings of the study showed that some instructional technology resources in the schools were grossly not available, inadequate and not managed well. Researchers recommends that the government and other stakeholders should endeavour to procure the resources for effective teaching and learning in the various schools. This will go a long way in helping Nigerian secondary/high schools to attain global standard in the 21th century.

Key Words: Availability, Utilization, Adequacy, Management, Educational/Instructional Technology and ICT

Introduction

Global changes in the recent time as a result of inventions and innovation through science and technology have posed a lot of challenges to many sectors of the society. One of the major challenges is how to make the innovations available, and effectively utilised and managed. If the innovations produced by invention are not made available, used and well managed, they are as good as nothing and could easily be outdated within a short duration.

Educational technology involves the use of technology to improve education (teaching and learning). It is also a systematic, interactive process for designing instruction or training used to improve performance. Educational technology is sometimes also known as instructional technology or learning technology (Wikipedia: Educational technology). Instructional technology is concerned with what happens within a given instructional process (Paulinus, 2006). It includes both human activities and material within the education environment. Without resources, teaching and learning of practical skills cannot take place effectively. When these resources are inadequate, both the teachers and students will not perform well. Just as Banu (1994) and Awoyele (1992) posit that inadequate supply of study material and improper management and utilization of available equipment in teaching is what lead to the low performances of learners. Adedijo (2000) also stressed that performance in a subject is ensured as a result of effective utilization of instructional resources in schools.

The issue of shortage of instructional technology resources in secondary schools is not a new thing. But the most painful thing is that, some of the resources provided to some schools are not put into use as they are “allowed under the mercy” of dust, rats, termites and other living creature that convert them as their residences. Availability, utilization and management of education technology innovations in secondary schools should be given utmost attention to enable the education system to be able to compete with the global standard in the contemporary time.

The development of information technology and constantly innovating educational technology also have associated changes in the methods and forms of teaching and organization that would be optimal in the era of mass application of Internet and electronic sources of knowledge. Such a scenario poses challenges to the implementation of education technology in teaching and learning. Some of them are; reluctance on the part of teachers to apply educational technology because of the fear that it may eventually force them to learn new roles, lack of government support, lack of facilities like buildings, furniture, etc., personnel problems and poor or no maintenance, storage problems and non-availability of spare-parts. (Adewoyin, (1981) and Olugbemi, (2015)

To manage innovations in education effectively, there are factors that must be put into consideration; such as planning, organizing, effective communication, recruiting qualified staff and maintaining them, organizing, directing, reporting and evaluation.

Having planned your activities thoroughly, the implementation stage takes care of itself, to some extent.  But, it is important to be sure that you are constantly on hand to offer support, training where needed, encouragement, resources as required and reinforcement.

Statement of the Problem

In teaching and learning, one of the factors that ensure smooth delivery on both sides is the availability of resources to the teacher and also to the learner. No teacher teaches well without needed resources likewise the learners. In the recent time, the progress made in education through science and technology need to be maintained in order to tackle other issues that pose challenges to man and his environment.  Technological invention has provided solution to some of the itching issues in education. Global education today requires proper inclusion of education technology equipment for proper handling of teaching and learning. This study therefore aims at ascertaining the extent of availability, utilization and management of education technology resources in the secondary schools in the FCT, Abuja.

Purpose of the Study

The study was carried out to achieve four major objectives as stated below:

1. To determine the extent of availability of Education technology equipment/materials in FCT secondary schools
2. To determine the extent utilization of the education technology equipment and materials in FCT secondary schools
3. To determine the extent of management of the equipment and facilities in the schools.

Research Questions

1. To what extent are educational technology resources being available in the schools?
2. To what extent are education technology resources effectively utilized in the schools?
3. What are the level of maintenance and management of educational technology resources in the schools?

Methodology:  the study was conducted in Federal Capital Territory using some selected secondary schools in the area.  Descriptive survey design was used for the study. the chosen design was looked at being more suitable for gathering data on the availability, utilization and management of the education technology materials in the schools for proper teaching and learning population. A total of one hundred and thirty (130) teachers were drawn to respond to the questionnaire using stratified random sampling technique. Due consideration was given for equal representation on the basis of number of teachers from each of the school. The instrument used for the study was a structured questionnaire titled, “Assessment, Utilization and Management of Education Technology Resources in Schools Questionnaire (AUMETRSQ)”.  The instrument has two sections; Section A and Section B. Section A was on demographic information from the respondents while Section B was on modified four-point Likert rating scale and other options to determine the degree of availability and utilization. Three tables were used for data presentation and analysis. Each table was used to analyse data according to the three research questions raised for the study. The reliability and validity of the instrument was determined by experts in the field of measurement and evaluation in the college.

To collect data for the study the researchers employed research assistants who helped to reach the teachers in the schools covered by the study for both  in distribution and collection of copies of the questionnaire. Data collected were later subjected to analysis to answer the research questions using simple percentage.

Data Analysis

Table 1:  Percentage Analysis of Extent of Availability of Educational Technology Resources in FCT Secondary Schools

Table 1 which is on extent of availability of educational technology resources, item no 1 shows that 11.5%% said it is well adequate 18.5% said fairly adequate, 27.7% said rarely adequate   while 423% said not at all. Item no 2 shows that 18.5% accepted adequately available, 25.4% fairly available, 23.8 rarely available, 32.3% not at all. Item 3, 12.3% adequately available, 26.9% fairly available, 22.1% rarely available, 37.7% not available. On item 4, 17.7% adequately available, 23.1% fairly available, 29.2 rarely available, 30.0% not at all. Item 5, 16.9 adequately available, 16.2% fairly available, 28.5% rarely available and 26.1% not at all. No 7, 22.3% adequately available, 30.0% fairly available, 24.6 rarely available and 23% not at all. On item no. 8, 10.8% adequately available, 24.6 fairly available, 33. 8 rarely available, 30.8% not at all. Item 9, 16.2% adequately available, 21.5 fairly available, 31.5%rarely available, 30.8 not at all. Item 10, 15.4 adequately available, 20.8, fairly available, 28.5% rarely available, 35.4 not at all. On item no 12, 10.8% adequately available, 20% fairly available, both rarely and not at all are 34.6, 14, 20.8 adequately available, 21.5 fairly, 26.9 rarely and 30.8 not at all. Item 16, 15.4% adequately, 19.2 fairly, 30.0 rarely and 35.4% not at all.  Item no 18, 123 adequately, 17.7% fairly, 31.5% rarely, 38.5 not at all. Finally, item no. 19, not at all has the highest percentage of respondents followed by rarely which is 26.9%.

Table 2: Percentage Analysis of Extent of utilization of Educational Technology Resources in FCT Secondary Schools

Table two shows that on item number 1, 16.9% adequately available, 15.4 fairly available, 26.9% rarely available 40.8%. not at all. Item 3, 22.3% adequately, 23.8% fairly, 21.5 rarely, 32.3% not at all. Item 5, 16.9% adequately, 17.7% fairly, 26.2% rarely and 39.2 not at all. No 7., 30.0% adequately available, 26.2% fairly, 19.2% rarely, 24.6 not at all. On time 9, 13.1 adequately, 23.1% fairly, 26.9% rarely, 46.9% not at all. Item 11, 18.9% adequately, 13.8 fairly, 30.8% rarely, 45.4$ not at all. Item no 13, 13.1% adequately available, 25.4% fairly, 26.9 rarely and 34.6% not all. Item 15, 17.7% adequately, 23.1% fairly, 30.0% rarely, 29.2 not at all. Item 17, 5.4% adequate, 23.8% fairly, 28.5 rarely, 42.3 not at all. On item no 19. 13.8 adequately available, 26.2% fairly, 23.1% rarely, 36.9% not at all.

Table 3: Percentage Analysis of Management of Educational Technology Resources in FCT Secondary Schools

Table 3 which is on the maintenance of educational technology resources. On item no 1,20.8% adequately maintained, 23.8% fairly maintained, 30.0% rarely maintained, 25.4% not at all. Item 2., 19.2% adequately, 17.7 fairly, 30.0 rarely and 33.1% not at all. On item 3, 20.0% adequately maintained, 21.5% fairly, 28.5rarely and 30.0% not at all. Item 4, 13.1 adequately, 23.8% fairly, 26.9% rarely, 36.2% not at all. Item 5, 13.8% adequately, 21.5%. fairly, 25.4 rarely, 39.2% not at all. Item 7, 14.6%. adequately, 28.5 fairly, 24.6 rarely, 32.3% not at all. On item 9, 19.2% adequately, 23. 8% fairly, 23.8 rarely, 31.1% not at all. Item 11, 16.2% adequately, 23.8% fairly, 23.8% rarely, 36.2% not at all. Item 13, 16.2% adequately, 18.5 fairly, 23.1% rarely, 42.3% not at all. Item 15,13.8%, adequately, 18.5% fairly, 21.5 rarely and 46.2% not at all. Item 17, 12.3% adequately, 20.0 fairly, 31.5% rarely and 36.2% not at all. Item no 19, 13.8% adequately, 16.2% fairly, 28.5% rarely and 41.5% not at all

Discussion of findings

The findings of the study were really expository, more especially to stakeholders who are directly involved over the affairs of the school system. Most of the items that were expected to be in place in the schools were not. Those that were, suffer inadequacy in the hand of users and untrained personnel including teachers who do not want to adjust to changes.

It was discovered that most of the schools do not have internet services for teaching and learning. According to Adeyinka (2007), Internet technology ensures students ease of using chat, email, Facebook and interactive meetings to gain and share information. Shy students who might not speak up in class find it easy to key in their ideas via email or Facebook to their teachers or follow students.  Redmond (2008) relates that the internet carries a vast range of information resources and services, such as the inter-linked, hypertext documents of the World Wide Web (www) and the infrastructure to support electronic mail. All these are used in the academic institutions to facilitate effective instruction delivery and enhanced academic performance of the students. A situation like this does not encourage the existence of Information and communication Technology Centres. This is because, ICT centres cannot operate without access to the internet. Teachings of computer and ICT is part of the curriculum of secondary schools. Olaniran (2006) lamented that there is need of computer in schools for ICT activities, such computers serve as powerful internet facilities for enhancing academic research by both the teacher and students in schools. Mohammed, Mundi and Wakili (2005) asserted that computer enhances internet technology have moved into instructional settings a pace unparalleled to any other form of instructional technology, illustrating the dynamic nature of media technology and the extent to which educators must be alert to innovations and changes in this era.

It is annoying that such needed machines like photocopier and printers are not found in some of the schools and those that have, theirs are not adequate or functioning well. When a school with large population of students are having only one printer or photocopier, take for instance during examinations, if such machine breaks down the examination maybe placed on hold or alternative means may be sought which could be embracing, like going outside to produce examination question papers where leakages are inevitable.

During the field work also, some teachers told the researchers that they have never seen some of the ICT items they were asked to respond to. The researchers then imagine how the learners could respond if their teachers have not seen what they need to use as instructional materials. It was also shocking that some of the school do not have simple CD-ROMs as instructional material. The existence of Close Circuit TV (CCTV) was like a nightmare. Some schools visited said that they do not know what it is. Fellow conferees and technologist, in this era of insecurity, how could the security of the learners be granted when there is no gadget to monitor movement of people in the school environments. Such an ugly situation gives room to killings and kidnappings of innocent children and teachers in school environment without any gadget to report what really happened. In most developed nation of the world even some African countries school environments are secured for teaching and learning.

Another ugly situation found by the researchers was that some of the resources that are available, some teachers are yet to received training on how to use them. This makes such resources to be wasting and kept dormant. The reason could be that some of the teachers were not taught such during their school days. On the area of adequacy, almost all the items assessed were not adequate compared with the population that demands them.

Conclusively, management of the resources is very crucial. Having seen that most of the resources are not adequate compared with the population of the teachers and the learners. School manager are expected to carry out proper management of the resources which could contribute to the achievement of their objectives. Plans should be on grand on how to apply them in teaching and learning. According to Balansket, Blamire, and Kefala, (2006) say that Information technology which is part of the technology resources requires teachers to learn new sets of skills on how to utilize computer technology to improve the educational experience of the students. Manager should ensure that proper staff are employed to man the resources.

Recommendations

1. There is need to make available the educational technology resources to the schools by all the relevant stakeholders.
2. Proper protection of the available resources should be in place to ensure that they are not damaged before time.
3. Teachers should be on regular training and retraining on how to use the resources technology inventions and innovations unfold.
4. Government cannot provide all the resources needed in the schools as the population of learner continue to be on the increase. Philanthropist and other helpful citizens, organizations and foundations should work in synergy with the government and other stakeholders to get the objectives achieved. The reason is that with the rate learning material are lacking in schools most of the graduates will have nothing to offer to the society.
5. Technician should be employed to take care of the resources according to their area of specialisations.
6. Proper monitoring should be ensured to avoid those who are in custody of the facilities and materials from converting them to their own personal uses.

References

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Adeyinka, T. (2007). University of Botswana undergraduates uses of the Internet:

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Sciences. 45(2). 161-185

Adewoyin, J. A. (1997). Psychological Foundations of Educational Technology, Ibadan,

Olu-Akin Publishers

Balanskat, T.  Blamire, G. and Kefala, P. (2006). Internet Technologies and poverty

reduction. New York: Macson publishers

Mohammed, S. D. Mundi, T. & Wakili. L. (2005). The role of television and computer as

instructional materials in the teaching and learning of science, technology and

mathematics (STM) education. Zuba Journal of Science. 2 (2) 48-54.

Olaniran, T. A. (2006). Measuring Teachers’ Technology Uses: Why Multiple-Measures are

more Revealing. Journal of Research on Technology in Education. Retrieved May 19,

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Olugbemi, P. O. (2015. Educational Technology for Tertiary Institutions. Abuja, Nigeria:

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Redmond, W. A. (2008). Academic performance. Microsoft Encarta Microsoft Corporation.

Correspondence should be directed to:

(MRS). OLUGBEMI, P.O.

DEPARTMENT OF CURRICUULUM AND INSTRUCTION

FCT COLLEGE OF EDUCATION, ZUBA – ABUJA

patsegun@yahoo.com

ANYANWU, ANDREW C.

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

FCT COLLEGE OF EDUCATION, ZUBA – ABUJA

Callben07@yahoo.com

AND

(MRS) NWANNEKA IKEDIASHI

DEPARTMENT OF PRIMARY EDUCATION

ALVAN IKOK FEDERAL COLLEGE OF EDUCATION,

OWERRI, IMO STATE