33 Utilization Of Close Circuit Television In Teacher Education Programme In Nigeria; Opportunities For Microteaching, Laboratory Surveillance And Instruction.

Abstract

This paper examine Close Circuit Television (CCTV) Technology and the roles it plays in the development of Teacher Education in Nigeria. The paper provides an overview on the concepts of CCTV and how it could be used in teacher education programmes in Microteachings, surveillance in the laboratories and instructional purposes for the proper attainment of programme objectives in an effective and efficient manner. The paper also highlighted on the current challenges of CCTV use in teacher education programmes in Nigeria. Recommendations were made on the adoption of CCTV technology in teacher education programmes to enhance production of effective teachers that are knowledgeable, motivated and professionals in the current technologically oriented society.

Keywords: CCTV, Teacher Education Programmes, Opportunities, Challenges

Introduction 

Faculties and Colleges of education are faced with challenge of keeping pace with technological revolution of mammoth proportions. On the instructional side, the pace of adoption and use of various technologies in institutions is considerably slower, despite an increasing proliferation of teaching and learning technologies like the audio, video, and now interactive technologies like the Close Circuit Television (CCTV) cameras.  Ditton and Jasson, (2000) opined that the use of technologies like CCTV is an effective innovation and should be encourage to enhance learning activities in schools.  The use of CCTV will revolutionize teaching and learning and creates an atmosphere for faculties and Collages to train students teachers in an effective and efficient manner.

Teacher education is an integral component of the educational system. It is intimately connected with society and it is conditioned by the ethos, culture and character of action. Professional training of teachers is key to quality enhancement of school education.  There are three main quality concerns in teacher education as highlighted by Rama and Vasudhakar (2013) thus; (a) Inculcation of value system appropriate to the teaching profession; (b) Development of competencies for different performance areas; (c) Recurrent training to keep pace with new trends in education. Keeping pace to the new trends in education can be the integration of technologies in teacher training programme. Such technologies may include but not restricted to; computers, interactive boards, mobile technologies, close circuit television (cctv) which is the variable of interest in this study.

Concept of CCTV

Closed-circuit television (CCTV), is the technology that uses video cameras to record and transmit a signal to a specific place, on a limited set of monitors. CCTV is a system of surveillance cameras that capture the images of individuals or information related to individuals in public places for crime prevention and/or crime prosecution (Vivien, 2009). According to Oluyitan, (1998), CCTV is a signal received on specific private receiver that can be achieved by direct transmission from the camera to the receiver through cable system. Marc, (2000), views closed-circuit television as a television broadcasting that receives only by a selected set and is being connected to the source by cable or by over the air signals. Nwoji (2002) define closed –circuit television as the system by which television pictures are passed from a camera to a receiver or monitor by a co-axial cable.

Although, this technology (CCTV) differs from broadcast television in that the signal is not openly transmitted, it may employ point to point, point to multipoint, mesh wired or wireless links. Though almost all video cameras fit this definition, the term is most often applied to those used for surveillance in areas that may need monitoring such as banks, stores, and other areas where security is needed.

Originally surveillance cameras systems were install in commercial institutions, such as banks, stores, to record security images in an accepted practice in commercial institutions to deter burglary, assault and car theft but their use has been extended to include combating anti-social behavior, such as littering, urinating in public places, traffic violation etc. (Davies1998).

The general goals CCTV surveillance camera system could be stated thus:

1. To reduce crime;
2. To reduce the fear of crime;
3. To improve public safety;
4. To improve property security;
5. To create a safe and vibrant place for the leisure and pleasure
6. To ensure that the elderly, the disabled, women and indigenous peoples, can use the public space safely. (Australian Institute of Criminology)

In recent time, CCTV is found very relevant in the teacher training programs in faculties of education and collages of education. The Technology is found relevant in the following areas of teacher education programme;

1. Microteaching  practicum,
2. Surveillance and
3. Lecture delivery.

Relevance of CCTV Technology in Microteaching Practicum

Microteaching was conceived and first implemented as a part of teacher education programme at Stanford University in 1963. The term microteaching was coined by Allen and his associates at Stanford (Allen and Ryan, 1969). According to Muhammad and Sani in 2016, Microteaching is a scale-down simulated teaching encounter design to train both pre-service and in-service teachers. Abimbade (1997), define microteaching as a scale-down teaching situations in terms of class size, duration of the lesson, contents and the skills to be acquired and practice.  Technically, microteaching is a laboratory procedure that require tools and facilities aimed at simplifying the complexity in regular teaching and learning processes. Among the process techniques of micro teaching is giving feedback to appraise student-teacher on his performance and the application of the remedial measures. This technique can be done perfectly using cctv technology. However, in Nigerian context according to Muhammad and Sani (2016), a four phase microteaching model is mostly adopted as illustrated below:

PLAN                       TEACH                            OBSERVE                           CRITIQUE

Microteaching is a very enthusiastic experience if the trainee-teacher is reinforced by:

1. The supervisors comments
2. Constructive observation by the colleagues
3. CCTV or video play back

Close Circuit Television (CCTV) Technology need to be fitted in a microteaching laboratory for effective coverage and play back of the trainee-teacher presentation. The function of these facilities is to serve as a feedback mechanism by replaying the recorded video content for the micro teacher to serve as personal assessment of his performance in order to practically see why the supervisor`s comments and the observation by colleagues in order to make improvement in the subsequent presentation (Muhammad & Sani, 2016). The effective use of CCTV technology in microteaching laboratory will go a long way in enhancing production of effective teachers by teacher training schools that are knowledgeable, motivated and professionals in the current technologically oriented society.

CCTV Technology and Laboratory surveillance in Teacher Training Institution

Maintaining tight security in Nigerian school settings is of utmost importance to ensure the safety of students and the scarce resources in the laboratories in teacher training institutions. Violence in schools has become a real threat, and should not be ignored, which is why video surveillance is so crucial in ICT laboratories, Science Laboratories, Microteaching laboratories and other important places in the teacher training institutions. Experience have shown that students sometimes steal some minor equipment such as computer mouse, Head phones, lab top chargers etc where the cost of those theft in a year may out weight the cost of  establishing and maintaining the CCTV technologies in those laboratories. With CCTV if anything happens in such laboratories that event will be captured on camera and all this more cheaply than any other crime prevention strategies. After all

“A surveillance camera can operate 24 hours a day, seven days a week, 365 days a year

without a toilet break, smoko, or lunch. It does not need a holiday, maternity leave and

rarely goes sick” (French 1998).

Below are some of the benefits of Laboratories video surveillance:

1. Make students to be conscious of the does and don`ts in the laboratories
2. Prevent students from entering laboratories on less they have work to do there
3. Prevent students from misbehaving in the laboratories
4. Deter criminal acts like theft, vandilisation etc
5. Allows for remote monitoring of school from smartphone or tablet
6. Ensures safety of staff, teachers, and school facilities

In a nutshell, safeguarding the wellbeing of all students and staff and school facilities is a primary concern for institutions today. A properly installed system of school security cameras is an important tool for ensuring safety. Schools facing challenges such as violence or vandalism on campus find school security cameras an indispensable aid to identifying and resolving issues as they occur.

CCTV Technology as an instructional aid in Teacher Training Institution

Most Faculties and College of education are faced with enrolment increase in which class sizes expand progressively every year. Large class size is referred to as class or lecture hall having more students than available facilities can support. Jagadesh, (2011) and Agbatogun, (2014) stated that large class is the measure of average number of students in any given course in an institution, General courses in teacher education programmes such as Educational courses and General studies whose space for lectures cannot accommodate students’ enrolment. Awoniyi (1998), stated that in “such a situation, much teaching goes on, but little learning takes place as a result of the gap between the lecturer, the students and the content. Moreover, in large classes where lecture method is the only traditional mode of instruction, meeting the needs of students through effective teaching could be a problem.

It is imperative to continuously explore new technologies in teaching large classes. This view is supported by Adekomi, (1999), were he opine that “the need for a change of style and mode of delivery of instruction to meet students demands as well as enhance their academic performance is of paramount importance”. Technology is a major force behind change and has been seen to be playing a significant role in educational design and delivery. There is no doubt that the enormous problems being experienced in large classes in various higher institutions can be minimise using the appropriate technology like CCTV.

The closed-circuit television (CCTV) can be effectively used for teaching general studies courses, introduction to computers as well as general education courses in Faculties and colleges of education, since it is this area that usually attracts huge students’ population during lectures. With closed-circuit television, a lecture hall that is usually over crowded with students can be drastically decongested thereby creating a situation in which students receive lectures in their respective departments. In fact, the closed-circuit television (CCTV) will to a large extent, minimise problems of large classes being experienced in Teacher training institutions.

The Application of Closed-Circuit Television in Teaching and Learning

Philip, (2015), enumerated six advantages of using closed-circuit television (CCTV) in teaching and learning process namely:

1. Closed-circuit television is relatively cost effective,
2. Closed-circuit television has the ability to magnify lecture demonstrations. Small objects can be enlarged and large classes may be given the advantage of observation.
3. Closed-circuit television makes every other seat a front row seat in the lecture hall.
4. Closed –circuit television is an audio-visual medium which has the ability to stimulate the senses of sight as well as hearing at the same time. With this quality, students will listen as well as view what is being presented to them.
5.  Closed-circuit television if effectively used has the potential of decongesting lecture halls where large students’ population is an issue of concern.
6. The use of closed-circuit television will open a new training programme in which lecturers will avail themselves the opportunity to acquire pedagogical technological skills in the operation of closed –circuit television.

Challenges of using CCTV Technology in Teacher Training Institutions

However, despite all the benefits of CCTV technology application in the teacher training institutions, there may be some limitations to it. The limitations of CCTV technology include;

1. The remoteness of the audience (that is, students) may tend to reduce the possibility of lecturer- students interactions. Microphones can be set up to connect the viewing centres with the originating centre.
2. CCTV cameras for surveillance cannot replace human security but their work is complimentary to one another.
3. CCTV technology needs high technical know-how to operate successfully in an institutions

Summary and Conclusion

This paper discussed concepts of CCTV technology and how it could be used in teacher education programmes. The paper provided explanation on the application of CCTV technology in microteaching, surveillance in the laboratories and instructional purposes all geared towards the proper attainment of the goals of teacher training programme in an effective and efficient manner. The paper also looks into the current challenges of CCTV use in teacher education programmes in Nigeria. The paper is of the view that most of the problem of microteaching practicum are theft and other problematic behaviours in the laboratories, and the large class size together with its associated problems could be effectively solved through the appropriate use of CCTV technology.

Conclusively, the use of CCTV in faculties and collages of Education will improve the ways in which pre-service and in-service teachers were trained in microteaching class. Theft, burglary, vandalism of facilities and other anti-social behaviours in the laboratories could also be drastically reduced by the successful use of CCTV technology in such laboratories. Lectures could be delivered in teacher training institutions more effectively using CCTV technology as it would help in decongesting overcrowded lecture halls. It was also highlighted in this paper, that CCTV  Technology is aims at increasing microteaching effectiveness, laboratory facilities durability and Large classes lecturers’ effectiveness which will in consequence enhance production of effective teachers that are knowledgeable, motivated and professionals in the current technologically oriented society.

Recommendations

The paper recommend that:

1. The management of faculties and collages of education in Nigeria should ensure that the microteaching laboratories are properly equipped with CCTV facilities for teachers and students to use them during microteaching exercise.
2. The management of faculties and collages of education in Nigeria should ensure that all kinds of laboratories in the institution are properly equipped with CCTV facilities which will give surveillance to all the facilities and equipment in such laboratories
3. To reduce the syndrome of large class sizes, efforts should be made to install CCTV in all lecture theatres to enhance effective communication in teaching and learning.
4. The management of faculties of education and collages of education in Nigeria should employ technical staff that will trouble shut any mishap of the CCTV facilities in the institution.
5. The management of faculties of education and collages of education in Nigeria should provide vigorous training to all teaching and technical staff on the use and privacy policy of CCTV.

References

Abimbade, A. (1977). Principle and Practice of Educational Technology. Ibadan.     Joscomp Communication  Limited.

Adekomi, A.A. (1999). A Handbook of educational communication and     technology. Ondo:     Complete Computer Services.

Agbatogun, A.O. (2014). Effective communication in a large class via CCTV:     Lecturers/Students Perceptions. Retrieved from     http://aquekpoma.edu.ng/index.php.

Allen, D.W. and Rayan, K.A. (1969), “Microteaching”, Addison Wesley, Reading, mass,

Australian Institute of Criminology; Townsville 2-3 August, 2001

Awoniyi, A.A. (1998). Audio-Visual in the classroom. In Ogunranti, A (ed)     problems and     prospects of educational technology in Nigeria     Ibadan: Heineman Publishers Ltd.

Davies, S.G. (1998). The Case Against; CCTV Should not be introduced. International Journal of Risk, Security, and Crime Prevention 1, (4), 327-331.

Ditton, T. and Jason L.C. (2000), Do we expect too much from CCTV?, CCTV Today, 7 (1), 20-24

French, P. (1998) Video Nation. Police Review 03/07/98

https://www.videosurveillance.com/education.asp

Jagadesh, M.K. (2011). Reflections on Teaching a large Class. IETE Technical     Review Vol.     28 (4) 275-278.

Muhammad, U. and Ahmad S. D. (2006), Rudiments of Microteaching and Teaching Practice;    A Guide to Student Teachers. ICHEJUM Press Jos, Nigeria.

Philip, C. N. (2015), The Use Of Closed –Circuit Television (CCTV) As     Innovative Approach       In Enhancing Teaching Large Classes In Higher     Institutions. Journal of Research     Development, Volume 24 No.2,     July, 2015

Vivian, C. (2009), Assessing CCTV as an Effective Safety and Management Tool     for Crime-Solving, Prevention and Reduction. International Centre for the     Prevention of Crime.

Correspondents can be directed to:

Abdullahi, Muhammad

Department of Science Education,

Federal University Kashere, Gombe State, Nigeria

Mobile: +2347060422933

Email: abdullahi.mhammad41@gmail.com