Application of Ict and Multimedia Resources in Teaching and Learning in Selected Tertiary Institutions in Zaria.
ABSTRACT
Presently, traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs.
As such, many institutions are moving towards ICT and multimedia resources as a solution to producing graduates who are creative, can think critically and analytically, and are able to solve problems.
This research focus on identify the type of ICT and multimedia resources available in teaching and learning in selected tertiary institutions in Zaria, exploring the level of satisfaction of teaching and learning with ICT and multimedia resources.
Clarifying the level of ICT and multimedia teachings for motivating the students to learn a subject, investigating the level of ICT and multimedia teaching effectiveness in classroom teaching.
Moreover, The research also consist some of the ICT medium of teaching and communications such as e-books as the future of scholarly communications, e-reading, participatory learning, distance and online teaching, massive online open courses.
Re-engineering teaching and learning in Nigerian universities using ICT and multimedia systems, ICT and multimedia research in the university systems, potential benefits of ICT and multimedia teaching system, overview of strategic plan of ICT and multimedia in education sector in Nigeria.
Multimedia authoring in macromedia director, assessment criteria, and some the problems militating against full adoption and utilization of ICT and multimedia resources in teaching and learning in selected tertiary institutions in Zaria.
Furthermore, the research conducted case study approach and survey strategy, the result presented in tabular and figures using simple statistic of frequency and percentage. Summary of findings, conclusions, and recommendation for better adoption and useful utilization of ICT and multimedia resources is also been given.
TABLE OF CONTENTS
Title Page- – – – – – – – – – 2
Declaration- – – – – – – – – 3
Certification- – – – – – – – 4
Dedication- – – – – – – – – -5
Acknowledgement- – – – 6
Table of contents- – – – – 8
Abstract- – – – – – – – – – -12
CHAPTER ONE
1.0 Introduction- – – – – – – – – – 13
1.1 Background to the Study- – – – – – – – 13
1.1.1 Terminology and History of the Term- – – – – -16
1.2 Statement of the Problems- – – – – – – – 18
1.3Research Question- – – – – – – – – 18
1.4 Objectives of the Study- – – – – – – – – 19
1.5 Significance of the Study- – – – – – – – 20
1.6 Scope and Limitations- – – – – – – – – 20
1.7 Definition of Terms- – – – – – – – – 21
References- – – – – – – – – – – 22
CHAPTER TWO
2.0 Literature Review- – – – – – – – – – 24
2.1 Concept of Multimedia- – – – – – – – – 24
2.2 E-Book/Electronic publishing as the Future of Scholarly Communications System- -26
2.3 E-reading- – 29
2.4 Participatory Learning- – – 29
.5 Distance and online teaching- – 30
2.6 Massive Online Open Courses (MOOCs)- – 32
2.7 Re-Engineering Teaching and Learning in Nigerian Universities Using ICT and Multimedia Systems- 34
2.8 ICT and Multimedia Research in the University System- 37
2.9 Potential benefits of ICT and Multimedia Teaching System- 39
2.10 Overview of Strategic Plan of ICT Multimedia in Education Sector in Nigeria40
2.10.1 Block Structure of Multimedia System 43
2.10.2 Detail Structure of Multimedia System- – 44
2.11 Converting the Multimedia Elements to Digital-45
2.12 Multimedia Authoring: Macromedia Director- 45
2.13 Assessment Criteria- – – 47
2.14 The problems militating against the full utilization of ICT and multimedia resources- 47
References- – – – 51
CHAPTER THREE– – – – – – – – – -55
3.0 Research Methodology- – – – -55
3.1 Research Design- – – – – – – – – 55
3.2 Research strategy- – – – – – – – 55
3.3 Population- – – – – – – – – – – 56
3.4 Sampling- – – – – – – – – – – 56
3.5 Instrument for Data Collection- – – – – – -58
3.6 Validity of the Instrument- – – – – – – – 59
3.7 Reliability of the Instrument- – – – – – – – 60
3.8 Procedure for Data Collection- – – – – – – 60
3.9 Procedure for Data Analysis- – – – – – – – 61
References- – – – – – – – – – – – 63
CHAPTER FOUR
4.0 Data Analysis and Interpretation- – – – – 64
4.1 Introduction- – – – – – – – – – – 64
4.2 Response Rate- – – – – – – – – – 64
4.3 Data Analysis and Interpretation- – – – -64
Table 4.1 Marital Status- – – – – – – – – 65
Table 4.2: ICT and Multimedia Resources Available in Teaching and Learning in selected tertiary institutions in Zaria– – -65
Table 4.3: Responsible for managing the ICT and Multimedia resources- – 67
Table 4.4: Level of Satisfaction of Teaching and Learning with ICT and Multimedia Resources- -68
Table 4.5: Adequacy funding made for ICT and Multimedia Resources 69
Table 4.6: Are the funding made for these ICT and multimedia resources satisfied? – – 70
Table 4.7: Multimedia Teaching Provides Motivation for Students to Learn a Subject- 72
Table 4.8: The level of use of various ICT and multimedia resources- – 73
Table 4.9: the purposes use of ICT and Multimedia Resources- – 74
Table 4.10: Multimedia teaching is More Affective as Classroom Teaching- – – 76
Table 4.11: Important of ICT and Multimedia Resources- 77
Table 4.12: The standard of ICT and Multimedia Resources in preservation and management- – 78
Figure: 1 Marital Status- 65
Figure: 2 Responsible for managing the ICT and Multimedia resources- -67
Figure: 3 Level of Satisfaction of Teaching and Learning- 69
Figure: 4 Adequacy funding made for ICT and Multimedia Resources- – 70
Figure: 5 Motivations of ICT and Multimedia- – – 72
Figure: 6 purposes use of ICT and Multimedia Resources- -75
Figure: 7 Effectiveness of ICT and Multimedia Resources- – – 76
Figure: 8 Important of ICT and Multimedia Resources- – – 77
References- 80
CHAPTER FIVE–
5.0 Summary, Conclusion and Recommendations- – – – -81
5.1 Summary- – – 81
5.2 Conclusion- 82
5.3 Recommendations- – 83
5.4 Bibliography- 85
INTRODUCTION
Background to the Study
Conventional institutions of learning have changed far more slowly than the modes of inventive, collaborative, participatory learning offered by the Internet and an array of contemporary mobile technologies.
This slow pace of change makes us think we know what a learning institution is or we think we do. But what happens when, rivalling formal educational systems.
There are also many virtual sites where learning is happening, from young kids customizing Pokémon (and learning to read, code, and use digital editing tools), to college kids contributing to Wikipedia, to adults exchanging information about travel or restaurants or housing via collaborative sites, learning is happening online, all the time (Davidson, and Goldberg, 2009).
The Impact of Information Technology on the Activities of the University has survived other periods of technology-driven social change with its basic structure and roles intact.
But the changes driven by evolving information technology are different, since they affect the very nature of the fundamental activities of the university: creating, preserving, integrating, transmitting, and applying knowledge.
More fundamentally, because information technology changes the relationship between people and knowledge, it is likely to reshape in profound ways the roles and activities of knowledge-based institutions such as the university (Duderstadt, 2001).
Moreover, digital revolution is providing a dizzying array of tools that offer opportunities for learning institutions all over the world to become more vibrant and accessible.
BIBLIOGRAPHY
Ainsworth, S.E. Bibby, P.A. and Wood, D.J. (1998)
Analysing the costs and benefits of multi-representational learning environments. In: M. Van Someren, P. Reimann, H.P. Boshuizen and T. De Jong, Editors, Learning with multiple representations, Pergamon Press, Oxford, UK (1998), pp. 120–136.
Akinyokun, O.C. (2003) Re-engineering teaching and learning in Nigerian schools using ICT, department of computer science, federal university of technology, Akure, Nigeria
Ashocroft, L. and Watts, C. (2005): ICT skills for Information Professionals in Developing Countries: Perspective from a Study of the Electronic Information Environment in Nigeria. In IFLA Journal: International federation of Library Associations and Institutions volume 3. 1(1)pp 6 – 12.
Baddeley, (1998) A. Baddeley , Human memory. , Allyn and Bacon, Boston, MA (1998).
Bados E. (2006) A b-learning pedagogical model for teaching and learning EFL successfully Eagle Computer: http://en.wikipedia.org/wiki/Eagle_Computer#Multi-Image_models, retrieved 2010-06-27
Biancarosa, G. and Griffiths, G. G. (2012). Technology Tools to Support Reading in the Digital Age Vol. 22 / No. 2 / Fall 2012. Bransford, Brown and Cocking, (1999) How people learn. , National Academy Press, Washington, DC (1999).
Brian, D. V. (2013) Massive Open Online Courses (MOOCs): A Primer for University and College Board Members: This paper is based upon a presentation given to the board of directors of the Association of Governing Boards of Universities and Colleges. Mr. Voss is the vice president and CIO at the University of Maryland’s flagship campus in College Park and also a member of the EDUCAUSE board of directors, serving as vice chair for 2013.
Brown, M. et al. (2007). University Publishing In A Digital Age, pg 1-32. Bruer, J.T. (1993). Schools for thought. , MIT Press, Cambridge, MA (1993). Chandler and Sweller, (1991) Cognitive load theory and the format of instruction. Cognition and Instruction 8 (1991), pp. 293–332.
Christian, G.E. (2008). Issues and challenges to the development of open access institutional repositories in academic and research institutions in Nigeria. A research paper prepared for the International Development Research Centre (IDRC) Ottawa, Canada. Available at: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1323387 Retrieved on Dec. 20, 2010
Clark and A. Paivi , (1991) Dual coding theory and education. Educational Psychology Review 3 (1991), pp. 149–210.
Clark R.E. and Salomon, G. (1986) Media in teaching In: M.C. Wittrock, Editor, Handbook of research on teaching (3rd ed.),, Macmillan, New York (1986), pp. 464–478.
Join Our Newsletter!
Don’t miss this opportunity
Enter Your Details
Be the first to comment