32 The Role Of Information And Communication Technology In The Teaching And Learning Of Agricultural Science In The 21st Century

Abstract

Agricultural has gone beyond Crop production or livestock farming activities. The challenge of ecological factors affecting the environment is a major consideration in farming activity. Farmers need the preempt environmental impart due to climate change and this is where modern technology comes to rescue. This paper examines the role of information and communication technology in the teaching and learning of Agricultural science in secondary school in the 21st century. ICT which has led to positive impact in the field of education in most developed countries are still at infancy in the developing countries. This paper also highlight the challenges that obstruct successful implementation of ICT in teaching agricultural science. This includes; inadequate ICT facilities, lack of personnel, insufficient infrastructure, power supply and perception. This paper concludes by suggesting possible strategies needed to improve the use of ICT in teaching and learning of agriculture.

Keywords: ICT, Agriculture, farming activities.

Introduction 

With the world moving rapidly into digital media and information the role of ICT in education is becoming more and more important. Information and Communication Technologies (ICTs) can play a number of roles in education such as developing the kind of graduates and citizens required in an information society. Improving educational outcomes enhancing and improving the quality of teaching and learners (Wagner, 2001; Mc Cormick and Scrim Shaw, 2001; Flecknoe, 2002). Education is looked upon to help improve agriculture as well as enable her achieve the desired goals hoped for. Education  no doubt can bring positive changes in the human society, but the potentials of education have to be taped in a balance way for development to occur.

Agriculture can play a unique role in reducing poverty assorted job creation and serve as an important engine for growth in developing countries. Agricultural production in a broad sense implies the production of crops and farm animals that are useful to human beings. It further involves gathering, processing, recording, storing, distributing, selling of farm yields and provision of raw materials for local and foreign industries. In general it is the practical aspect of agricultural education that utilizes all the skills and knowledge already imparted in the students within the three areas of domains(Cognitive, affective and the psychomotor) for the production of crops and livestock in the farm.

In this twenty – first century, meaningful agricultural production involves using the internet to access relevant agricultural information, retrieve, download, record disseminate and communication useful farm ideas about crops and livestock production, processing, storing among farmers and marketing of farm yields using Information and Communication Technology (ICT). Increase in global population, high demands for food items, expansion and diversification in industries that utilize agricultural produce have placed more pressure on demand for agricultural outputs. There is therefore need for agricultural education to revolutionize its production sector pattern in order to meet the challenges. Agricultural education is looked upon to transform the production sector through the production of competent literate farmers who can transform agricultural production sector. The noble goals of agriculture can be attained if the lecturers are able to expose the students adequately to the innovation that is capable of transforming agricultural education. The use of ICT tools for agricultural education depends upon the attitude of lecturers towards the technology. Their positive attitude towards ICT are an essential factor that can shape the effective utilization of ICT to transform agricultural education.

ROLES OF ICT IN TEACHING AND LEARNING OF AGRICULTURE

The importance of ICT in education can not be stressed enough. The introduction of technology in the educational field has made the process of learning and knowledge sharing a more interactive and pleasurable experience. (Manali Oak 2012)

Current researches establish possible benefits of 1CT in the advancement of agriculture. This is likely due to the fact that farmers are increasingly accepting new technological revolutions in farming system. Thus this paper presents several roles of ICT in the teaching and learning of agricultural science  in the 21st century.

ICT in form of multimedia technology affords teachers and students a lot of opportunities for effective teaching-learning outcomes. This device if use in agricultural science instruction in teaching learning process is expected to boost the learner’s performance at public examination. The roles of ICT facilities for learners in agricultural science instruction include;

1. Learning becomes permanent in students; This is because ICT enhances the presentation of information to learners.
2. Learners learn at their own pace; They can learn according to their abilities in terms of time and rate of assimilation.(Mcfarlane and Sakellariou, 2010)
3. Learner have different best time for learning; Individual learner like slow or fast learner with their learning style is taken care of by differeciation of learning afforded by multimedia.
4. Learner’s specific needs are met; Thereby desisting from the “one size fits all” approach. (Leach, 2009)
5. Learner’s inabilities to carry out meaningful practical (urban Learners) in agricultural science instruction due to inadequate space are saved from vacuum created via the use of ICT- Facilities. (Leach, 2009)
6. Learners are free from impatient teachers; This is because they have access to other forms of learning acquired via ICT.
7. Learners are free from vaccum created because of inadequate numbers of teachers at school. This is severe in schools located in rural or riverine area. This situation can be ameliorated via the use of ICT-Facilities.
8. Learners can undertake learning actively and receive desired feedback. This is in agreement with the findings of Slaouti and Barton (2008) which reported that ICT can motivate students in their learning by bringing variety into the lessons and at the same time, sustaining teacher’s own interest in teaching.

In general, ICT-Facilities make teaching and learning of agricultural science effective. This is because ICT facilities help to arouse the interest of students in learning agricultural science.

Knowledge of computer technology improves teacher’s methodology toward his/her dissemination of information.

According to Egunjobi (2015) the roles of ICT-Facilities to teachers includes;

1. Improvement in teacher’s methodology towards his/her dissemination of information. In essence, ICT facilities allows for creativity.
2. Enables teachers to teach large population of students within a short time.
3. ICT-Facilities enable teachers to retrieve vital information related to Agricultural science.

THE CHALLENGES OF USING ICT IN TEACHING AND LEARNING AGRICULTURAL EDUCATION

Studies indicate that even though computers have come into post primary schools, the teachers and learners have not really been affected by their presence. (Yusuf 2005, Umeani 2006 ). It is discovered that the presence of these ICT gadgets like the computers are only seen in the computer pool where they are protected with dust infested covers. Otagburuagu and Eze(2006). Observed the high rate of computer illiteracy among teachers and learners as well as limited computer awareness. This and other constraints are summarized below as the challenges on the use of ICT-Facilities in teaching and learning of agriculture. Teachers lack skills o operating the computer. They in addition do not know what the computer technology provides to the world.

1. Inadequate ICT facilities and personnel: Minority  of our secondary schools lack adequate ICT facilities. The problem is due to inadequate funding to procure and repair broken down computer and other ICT facilities (Agbulu and Ademu, 2015). Most teachers also lack skill of operating most of these ICT – facilities. According to Watsons (2001) the success of education  innovations depends largely in skills and knowledge of teachers. Unfortunately most of our agricultural science teachers are more or less co – learners alongside with student. (Ater, Tiough and Nerker, 2005) and Dakie (2004) opined that the inclusion of information and communication technology in teaching by teachers who do not have certain characteristics necessary for an adequate teaching interaction or mastering the ICT may do more harm than good. Agbulu and Ademu (2010) also found out that agricultural science teachers were not  knowledgeable in the use of information and communication technology for teaching. He also reported that the level of utilization of information and communication technology in secondary schools was very low.
2. Inadequate Infrastructure – Inadequate infrastructure such as unstable power supply, pose a great hindrance to effective use of ICT- facilities (Kale et al., 2015). In 2015, Barakabilize et al., investigated the implementation of ICTs in Agricultural Research Institutions (AIRs) for the improvement of agricultural productivity in Tanzania. Result revealed that the use of agricultural journals is limited die to unreliability and poor connectivity of the internet and regular power arts. . in addition , challenges hampering the use of ICTs. Include inadequate computers and the supporting technological infrastructure, low co – ordination of agricultural stakeholders. These finding were supported by singh et al., (2014). The research conducted by Barackabitze et al (2015) has addressed a generally held view that in most developing countries, power and internet are epileptic and are parts of the major problem in using ICT.
3. STRATEGIES NEEDED TO IMPROVE IN THE USE OF ICT IN TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN SECONDARY SCHOOL

Due to global implication related to the challenges of using ICT in teaching and learning of agricultural science, empowering teachers with pertinent ICT skills and knowledge has become an important issue engaging various stake holders such as policy makers, researchers and practitioners in the field of teaching and learning.Cos et al (1999) stated that the factors contributing to ongoing use of ICT by teacher include: making lessons more interesting, more enjoyable for teachers and their students, more diverse more motivating and supportive of productive earning.

According Giwa (2011) professionalization ensure that only professionally qualified teachers are allowed to teach in Nigeria. However teachers need to be trained in following area: (1) personal skills in use of ICT (2) Professional skills and competence in ICT, such as understanding the relevance of ICT in education, understanding the use of ICT in teaching and learning, understanding how to plan ICT for teaching and learning across the curriculum and managing ICT in the classroom is vital. He opined further that educating teachers in effective use of ICT in the classroom needs to start from the pre-service education.

Conclusion

In conclusion these studies outlined the roles of ICT in teaching and learning of agricultural science in secondary school in the 21st century, centering on opportunities and challenges. Information and communication technology (ICT) in recent times has become an indispensable tool in educational development especially in the teaching and learning of agricultural science. Although schools in Nigeria lack adequate ICT infrastructure couple with poor competence of teachers in the utilization of ICT facilities in the teaching and learning enterprise. The success of these facilities among teachers and students are still inadequate.

Recommendations

• Government and non-governmental agencies should establish ICT centres for accessibility.
• Government and other non-governmental bodies should make provision for the supply of ICT in our schools.
• Government and stakeholders should create a conducive environment in the rural areas where students in the rural areas can have access to ICT for learning.
• Teachers in our schools should be trained and retraining in the use of ICTS.

Adequate infrastructure should be provided. The problem of power supply should be solved by government.

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Correspondents can be directed to:

SALUBI HANNAH .O

DEPARTMENT OF ANIMAL SCIENCE, FACULTY OF AGRICULTURE, ASABA, DELTA STATE.

08035945572, 09013307706

salubihannah@gmail.com