factors influencing the integration of information and communication technology on instruc, Summaries of Career Counseling

Download factors influencing the integration of information and communication technology on instruc and more Summaries Career Counseling in PDF only on Docsity! CHAPTER ONE INTRODUCTION Background to the Study The rapid development in information and communication technologies (ICT) has made tremendous changes in the twenty-first century, and also affected the demands of modern societies. Educational systems around the world are under increasing pressure to use Information and Communication Technology (ICT) to teach students the knowledge and skills needed in the 21st century (Bangkok, 2014). In recognition of the impact of new technologies on the place of work and everyday life, Nigeria has joined the global village to restructure her educational system and classroom facilities in order to minimize the teaching and learning technology gap between developed and the developing countries. This is reflected in the word of Achuonye (2012) that the school environment of the 21st century will be a centre of electronic marvels. The integration of ICT in education which is exacting an unprecedented impact in the learning process is a result of advancement in information technology. The communicative abilities and facilities offered by the computer, notably the e-mail, led to the replacement of the term “Information Technology” with that of Information and Communication Technology (ICT) over a decade ago. ICT according to Jimoh (2007) is the handling and processing of information (texts, images, graphs, instruction etc) for use, by means of electronic and communication devices such as computers, cameras, and telephone. Zwass (2016) defined ICT to include information processing technologies such as computers and the Internet, line telecommunication, mobile phones and other wireless communications, networks, broadband, and other different types of devices ranging from barcode scanners and Braille readers to global positioning systems. ICT is a diverse set of technological tools and resources used to communicate, create, disseminate, store, retrieve and manage information (Ngurukulem, 2015). The term ICT has been used by United Nations (2015) to encompass technological innovation and convergence in information and communication leading to the development of information and knowledge societies, with resulting changes in social interaction, economic and business practices, political engagement, education, health, 1 leisure and entertainment. It is however, an umbrella term that includes any communication device or integration, encompassing radio, television, cellular phones, computer and network, hardware and software, satellite systems, as well as the various services and integrations associated with them, such as videoconferencing, and distance learning. Tanner (2013) presents ICT as discipline, resource and key skill. ICT as discipline is a subject in the curriculum. As an instructional resource, ICT encompasses a wide range of technologies including telephones, fax machines, televisions, video, audio recorders, CD players, CD-ROMs, personal organizers, programmable and remote- operated toys, radios, computers as well as any other technologies that can enhance the processes of findings, exploring, analyzing, documenting, exchanging and presenting instruction based information (O’Hara cited in Akudolu, 2016). According to Thomas and Ranga (2010), there are three broad categories of integration of ICT in education; pedagogy, training and continuing education. The pedagogical integration of the ICT is concerned with the use of ICT facilities for teaching and learning, which plays complementary roles in teaching and learning situations, rather than supplement to the teacher or instructor. The pedagogic uses of the computer becomes necessary for development, among teachers as well as students, of competence, skills and attitude related to effective integration of information and communication technologies in lesson preparation, instruction delivery, individualized learning and evaluation. Pedagogy through the integration of ICT has the advantage of heightening the motivation, helping recall previous learning, providing new instructional stimuli, activating the learner’s response, providing systematic and steady feedback, facilitating appropriate practice, sequencing learning appropriately and providing a viable source of information for enhanced learning (Olakulehin, 2007). The end of formal education does not mean the end of one’s learning. The pace at which new knowledge is being generated and old knowledge is becoming outdated, demands that an individual should continue to learn throughout one’s life. Therefore, ICT can be very effective for facilitating lifelong education, both as a tutor and as a tool. Lecturers who teach students with this system of instruction would be able to kindle in 2 delivery motivates students and also encourages students’ participation in class activities. Furthermore, integration of ICT in assessing students learning reduce time consumed by lecturers in recording test results, it reduces examination malpractices and also offered immediate feedback to students. Assessment is the act of appraisal (Houghton, 2010). It is also defined by Anunobi (2008), as a process in which one make a judgment about a person or situation. Assessment data effects student advancement, placement, and grades, as well as decisions about instructional strategies and curriculum. Dietel, Herman, and Knuth (2011) defined Assessment as "any method used to better understand the current knowledge that a student possesses." This implies that assessment can be as simple as a teacher's subjective judgment based on a single observation of student performance, or as complex as a five-hour standardized test. The idea of current knowledge implies that what a student knows is always changing and that we can make judgments about student achievement through comparisons over a period of time. Through assessment, decisions about grades, advancement, placement, instructional needs, and curriculum are affected. For any teaching and learning to be meaningful, assessment of students learning must be effective. Effective assessment help teacher and students in monitoring progress of teaching and learning, it help teacher carry out curriculum evaluation and refinement, provide mastery, promotion or grading and determine grades of students, its offer immediate feedback, and motivate students. In this work assessment has to do with the collecting data in order to pass judgement on the integration of ICT in teaching and learning. However, teaching without assessment of students’ progress rendered the instructional objective useless. Teaching, according to Federal Republic of Nigeria (FRN) report of 2002, is a systematic rational and organized process of transmitting or imparting knowledge, skills and attitudes to students in accordance with professional principles. Akinpelu in Offorma (2016) defined teaching as the deliberate effort by a mature or experienced person to impart information, knowledge, skills to an immature or less experienced person through a process that is morally and pedagogically acceptable. The aim of teaching is to facilitate learning. 5 Learning is a process by which a learner acquires knowledge, skills, attitude, concepts, traditions, values and the ability to comprehend in the process which ultimately leads to his mental, social, spiritual and physical growth and development (Paul, 2016). According to Igbo (2010), learning is a change in human disposition or capability which persists over a period of time, and which is not simply ascribed to processes of growth. It is only through the disposition of the learner that learning can take place. However, higher institutions should play their leading role on the need for student- teacher to have ICT skills for their own use in the preparation of materials for teaching and learning activities; the need to facilitate the direct use of ICT in students’ learning activities within the classroom situations; and the need for lecturers to develop in their students a critical awareness of ICT implications and the social implication (Yusuf, 2007). This will facilitate student centered learning and also enhance their learning in every subject by engaging their thinking, decision making, problem solving and reasoning behaviour as well as making them function well in the world of new technology age. FRN (2004) defined higher institution as an education given after secondary education in universities, colleges of education, polytechnics, monotechnics including those institutions offering correspondence courses. Higher institutions have been given mandate in the development of a nation through high level relevant manpower training. A change in the society influences higher institutions and therefore provides a complementary and dynamic effect on the social environment. One of the forces interacting with higher institutions, FRN (2004) is the integration of ICT in teaching and learning. The Government of Edo State had made some effort to enhance integration of ICT in teaching and learning in higher institutions in the State. The State government signed agreements with Zinox computers and IB Benest Investments Limited (IBBIL) to provide ICT sustainable intervention at higher institutions in the State’s institutions. The State government has provided ICT facilities in the institutions and built well equipped laboratories fully installed with internet facilities in higher institutions in the State. The State government also offer training for teachers to enable them effectively use the facilities to familiarize students with the use and working of computers. In the same vein, the Edo State College of Education which is one of the higher institutions in 6 the State in 2009 selected lecturers in different departments and sent them for ICT training organized by Digital Bridge Institute, International Centre for Communications Studies in Abuja on Advanced Digital Appreciation Programme for Tertiary Institutions to equip lecturers with up-to-date pedagogical use of ICT facilities. However, some of these ICT facilities are provided but the extent of the integration is not assessed. It is therefore, in the light of this that the researcher intends to examine the factors influencing the integration of information and communication technology on instructional delivery in Ambrose Alli University, Ekpoma Statement of the Problem Numerous studies have been conducted on the area of ICT integration in education. For instance, Oredo (2008) studied a framework for evaluating ICT in primary teacher education in Kenya. Khalid (2009) investigated barriers on the integration of ICT in learning environment in Australia. Perearer & Petergum (2008) study was on factors influencing integration of ICT in higher education in Vietnam, while Khimodkar (2009) studied integration of ICT in education with respect to pedagogical issues in India. Van Brak (2008) also carried out a study on factors influencing ICT integration in compulsory education. Integration of ICT in teaching and learning has given a lot of concern among the policy makers and experts and has become a bane to national development especially in education sector in the country. Organisations in Africa have been concerned with the problem of integration of ICT policy in African schools and given a mandate to Association of African University, (AAU, 2003) to examine the problems and major obstacles affecting the use of ICT in African universities by lecturers. The Association identified among others; poor telecommunication infrastructure, lack of university coherent plan for ICT, problem of connectivity, limited bandwidth, lack of professional development, inadequate funding of ICT infrastructure, non-reliability of public electricity supply, inadequate human resource base, poor maintenance of available facilities, and staff development as the problems and obstacles affecting integration of ICT in teaching and learning in schools. Integration of ICT in teaching and learning process is capable of equipping students of higher institutions with knowledge, skills and competences with which they 7 Integration of ICT in preparing lesson, delivery of instruction, and evaluation of learning will help students on the ground that they will be actively involved and motivated in class activities. The study will help them relates school experiences to work practices. The study will identify the extent of integration of ICT in preparing lesson, instruction delivery, and evaluation of learning, thereby helping institutions administrators to know the needed ICT facilities, and make effort for the short-fall by appealing to the appropriate authority, philanthropists and non-governmental organization to come to the aid of the institution. Also, constraints identify by lecturers in applying ICT in classroom will help institutions administrators to make budgetary provision to incorporate such constraints for effective integration of ICT in teaching and learning. The study will be of benefit to the government through its ministry of education by providing necessary ICT facilities to boost ICT integration for preparing lesson, instruction delivery, and evaluation of learning especially in the State-owned higher institutions. Finally, the study will provide empirical information on the assessment of the integration of ICT in teaching and learning for researchers who have special interest in related research on ICT. Scope of the Study The study will be restricted to Ambrose Alli University, Ekpoma. Both male and female lecturers of Ambrose Alli University, Also the study will be restricted to the integration of ICT on instructional delivery. Definition of Terms Attitude: This is one’s emotion, or action toward an object or person. In this study its teachers ‘emotions toward ICT integration in teaching and learning Information and communication technologies (ICTs): These are different types of technology tools and resources used for creating, storing, managing and communicating information. 10 Integration of ICT in instruction delivery: involves the use of computers, internet and emails in teaching and learning. ICT infrastructure: This refers to the physical hardware and software used to interconnect computers and the users. ICT competency: This refers to having adequate knowledge on ICT tools. Workload: The number of teaching lessons assigned to a teacher in a week. 11 CHAPTER TWO LITERATURE REVIEW The review of related literature is carried out under the following sub-headings: 1. Conceptual Framework  Information and Communication Technology (ICT) and Teaching - Learning  Integration of ICT in lesson preparation  Integration of ICT in instructions delivery  Integration of ICT in individualized learning  Integration of ICT in evaluation of Learning  Constraints to the Integration ICT in teaching and learning 2. Theoretical Framework  Constructivist and learning theory  Andragogist theory 3. Review of Related Empirical Studies 4. Summary of Review of Related Literature Conceptual Framework This study focuses on assessment of the integration of information and communication technologies (ICT) in teaching and learning. ICT according to Kiplang’at (2004) in Ojiambo (2016) has no universal accepted definition because the integrations and technology involved constantly keep changing almost on daily basis. ICT according to him deals with digital data and the ways of storing, retrieval, transmission and receipt of information. Zwass (2016) defined ICT to include information processing technologies such as computers and the internet, line telecommunication, mobile phones and other wireless communications, networks, broadband, and other different types of devices ranging from barcode scanners and Braille readers global positioning systems. The Association of African Universities (2013) defined ICT as “a shorthand for the computers, software, networks, satellite links and related systems that allow people to access, analyse, create, exchange and use data, information and knowledge in ways that, until recently, were almost unimaginable. ICT refers to the infrastructure that brings people together in different places and time zones, with multimedia tools for data, 12 be covered, the course content, objectives of the lesson, students activities, equipment and materials. Volman et al. explained that lesson preparation ensures that the teacher takes time to reflect his mind about the topic of the lesson, how he will present it and the resources needed to make the presentation a success. He consulted different reference materials, such as textbooks, journals, newspapers, magazine, in the library for preparing the lesson. In today’s information and communication technology age, the new way of preparing lesson has emerged. ICT have been applied by teachers in lesson planning and in preparing handouts or exercise sheets and lesson note. Such ICT include computer, radio, television, overhead projectors, optical fibres, fax machines, CD-ROM, Skype, electronic notice board, slides, digital multimedia, video/VCD machine. It has been used for searching topics and also in preparing direct instruction in the classroom (Roblyer & Edwards, 2010). According to them, some software used by teachers in lesson preparation includes; Microsoft Word, PowerPoint, Internet for searching information and locating teaching materials. Microsoft Word is used in preparing lesson note or plan which eliminates the paper presentation. Teachers processed their lesson note or plan through computer. They browse for relevance information or materials necessary for use in different sources in the Internet using computer. With once the computer is Internet Ready and the environment is Internet access, then the teacher having the skill and knowledge can access for any materials he or she needs to make the lesson less boring. Gupfa (2012) in supporting this posited that information virtually in any lesson can be obtained easily on the Internet. He further maintained that a teacher can have a good browse at magazines, textbooks, newspapers, academic papers, journals, government document famous, speeches, novels, among others. According to Ezeadi and Mbanuzue (2007) the extent of applying ICT in lesson preparation in the school had increase tremendously. Ezeadi et al. maintained that public school teachers used computers or the Internet at school to gather information for planning lessons, keeping records, accessing research and best practices for teaching, preparing multimedia presentations for class, and accessing model lesson plans. In addition to using computers or the Internet at school for preparatory and administrative tasks, teachers with computers available at home may use it for such purposes. 15 Computers at school or home will enable the teacher to create instructional materials, gather information, prepared multimedia presentations for class, and accessed model lesson plans. Onyejemezi (2011) maintained that meaningful learning takes place when the learners is fully involved in the process through the use of well prepared and presented instructional media. Therefore, using computer for lesson preparation enable the teacher to record and retrieve the information anytime and anywhere once the computer is available. The information can be stored and transferred in ICT devices, such as disc drive, flash drive, diskette, MP3, MP4 among others. Tanner (2013) in supporting the view said that computer is the origin and the main component of information and communication technology (ICT). He further stated that other computer components will be meaningless without the computer. The replacement of overhead projectors which were used in the past to data projector is as a result of computer. Data projector is indispensable in computer based methods or methods were education documents prepared with computers are used as supporting documents. Blackboard that has been used in the schools for years has been replaced by smart board, books and notebooks have been replaced by flash discs, overhead projectors have been replaced by data projectors, and text-based assignments have been replaced by presentations and slide shows. Therefore, in preparing material or lesson for delivery through a computer, the teacher must be away that the learner will be reading materials off a computer monitor, as opposed to a textbook. Also, audio and video material is limited due to bandwidth and storage capabilities. On the other hand, graphics, illustrations and animations can be used more effectively than in other media. According to Adebayo and Adagundo (2011), lecturers use computers in the cyber café to access World Wide Web (WWW) facilities in Internet to browse or surf websites of authors or other institutions abroad for learning experience in preparing lectures. They pointed out that lecturers of higher institutions use Internet-ready- computer to access the file transfer protocol (FTP) to download or update lecture materials such as textbooks, handouts, articles. Daniel (2009) pointed out that with computer lecturers have unprecedented opportunities to access document that will help them solve problems and answers questions in the class. Anne and Steward (2013) noted that with Internet-ready-computers, much more cheaper and up-to-date information 16 available on the Net can be obtained and use for preparing any lesson. Frank, Raschke, Wood and Yang (2011), opined that, in preparing any lesson to be taught to students, the teachers use computer to obtain lesson materials, obtained original source at anytime of the day and night; prepare slides using Microsoft PowerPoint. In the same view, AAU (2013) summarizes the relevance of computer networking in preparing lesson as follows: (a) It enables teachers to collect academic information available on the Net (b) It improve access to remote resources for preparing any lesson in any area (c) It gives teachers the opportunity to surf the Net for manipulative aid such as specimens, models, experiments, simulators, and learning kits. (d) It enables teachers to locate, interchange and disseminate data or information for preparing any lesson. (e) It enables teachers to obtain varieties of printed materials such as textbooks, workbooks, standard books, magazines, journals. (f) Teachers use computer to design a structured learning experience (g) Computer gives the teachers an opportunity to obtain variety of audio-visual materials such as pictures, posters, films, transparencies, video tapes (h) It enables teachers to reach out to relevant and suitable resources for a given topic and subject available on the Net. Turner (2008) maintained that computers are used by teacher and lecturers to produce letters, worksheets, puzzles, problem sets, handouts, bulletin board materials, lesson plans, tests, forms, newsletters, calendars, reports, certificates, graphic organizers, and seat charts. They also used it to collect data such as electronic grade book, attendance, students information and mail merge. Computer is also used as information board such as announcements, reminders, class introductions, slide shows. Lecturers used computers in preparing lesson presentation with Microsoft PowerPoint program. In view of the infrastructural challenges facing educational system, ICT use, especially computers and internet, was introduced to increase access and to improve the relevance of education. ICT have been used by lecturers to create electronic libraries and catalogues to enhance academic research work. The internet allows cost –effective information 17 clearly without equipment, tools and materials (Lee, 2012). It is the responsibility of the teachers to select and use relevant equipment and tools. The teacher should realize that they are not end in themselves but their main function is to contribute to instruction and learning. Anne and Stewart (2013) posited that the growing of ICT as an instructional media is changing many of the strategies employed by lecturers in instruction delivery. ICT is a fulfillment of a predicted era. Thus, Gbobamyi (2009) contended that many education authorities in most advanced countries had predicted that computer would pave the way for a new era in education, in which teaching processing and methodology would enhance the dreams of individualized instruction. Computer Assisted Instruction (CAI) is the term used to describe the use of computer to provide instructions directly to students by simulating teaching and learning situations (Abimbola, 2018). Computer offers several instruction opportunities in the classroom in the areas of drill and practice, simulations, tutorials, animations, demonstrations, data collection and analysis and games. According to Mahammed (2014), the greatest strength of computer as it is reflected to teacher education is that it enables the teacher to reach out to large number of students when connected to the Network. Afolabi (2011) opined that with the use of computer with modem, teachers have access on e-mail list server which provides a form of a tutorial group discussion to complement lecture presentation. As noted by Daniel (2009), computer enables teachers to deliver their instructions to students at any time and place without geographical bounds on the Net. Bassey (2013) contend that Internet which is interconnection of many computers provide teachers with learning experiences that are packaged and deliver to students on the Net. The author maintained that through Internet teachers can disseminate learning materials to their students at anytime of the day without geographical barrier on the Net. Ezamma (2007) stated that many instructors use computer to give learners a role play scenario, send them off to work in pairs, visit the pairs to coach them and answer questions, and then bring everyone back for a group discussion. It is a virtual equivalent of “turn to the person next to you and take the role of….” As noted by Umar (2003), many instructors use computer to access web conferencing streaming, video narrated 20 PowerPoint presentations and facilitated discussions. Computer enables teachers to deliver a lesson entirely for online over several days or weeks. Umar maintained that teachers use computer to deliver and create resources online to learners. Olorundare (2008) opined that the use of ICT has prepared individuals and society to benefit from ICT that increasingly permeate all realms of life. He further that computer as a tool for instruction delivery has improved the quality of teaching, learning and management in schools and so help raise standards for more equitable and pluralistic development in education. He maintained that based on the training of teachers’ programmes on the basis of ICT, the usage of computers, the basic techniques of the internet, the usage of ICT in teaching, the integration of computer for instruction delivery has become increasingly practice in the school. Research consensus has holds that the most effective uses of ICT are those in which the teacher, aided by ICT can challenge pupils’ understanding and thinking, either through whole-class discussions and individual/small group work using ICT. Naturally, the installation of information technology laboratories and the school provision with the technical elements of ICT is a primary condition, in order to make use of these technologies during the teaching process. They are electronic technologies used by teachers for accessing, processing, gathering, manipulating and presenting or communicating information. It encompasses software, hardware, and even the connectivity including computer and Internet (Anderson & Baskin, 2012). Yusuf (2007) maintained that when ICT are employed in education, given the right condition for instruction delivery, it can accelerate, enrich, and deepen basic skills in reading, writing, mathematics and the sciences, and they can motivate and engage students to learn as they become more independent and responsible for their learning. He further stated that, ICT help to relate academics to the practices of today’s work. Information and communication technologies, especially network technologies have been found to encourage active learning, support innovative teaching, reduce the isolation of teachers, and encourage teachers and students to become active researchers and learners. Anderson (2014) asserted that there are several global gateways of on-line resources to support teachers’ development. These include: ICT in Education, developed by UNESCO, Paris; Education Network of Australia, developed by Education Institute, 21 Adelaide; Institute of Education Technologies in Education, developed by UNESCO, Moscow; and so on. These portals provide opportunities for teachers and users to ask questions, post materials, and submit assignments. Also, ICT shift focus from teacher-centred to student-centred learning, where learners are active participants in the learning process, produces and share knowledge, and participate and learn in collaboration with others. Thus, teachers become learning facilitator, collaborator, coach, mentor, knowledge navigator, and co-learner and not a dispenser of knowledge (Yusuf, 2007). He maintained that ICT are multi-media for instructional delivery. Instructional contents are delivered by teachers in textual, audio, visual, and audio-visual forms. Thus, ensuring equity for all categories of learners (disabled, geographically disadvantaged, those who cannot attend regular school). In an instructor-led, lecture-based classroom, students frequently do not have the opportunity to ask questions or engage in discussion that would allow them to reflect on and refine their understanding of the material being presented (Laurillard, 2012). Under such circumstances, technology is often used only as an extension of the blackboard (Redfield & Whitworth, 2012), or for drill-and-practice and tutorials (Roblyer, 2013). Supporters of technology implementation have argued that computer technology can be effective in changing the traditional teacher-centered classroom to a more constructivist student-centered classroom, through the introduction of interactive and dynamic computer integrations (Jonassen & Reeves, 2016). Within the constructivist, learner-centered framework, positive learning experiences would include feelings of effective interactions with the instructor and other students where the learner felt that he or she was in control of their own learning. Positive learning experiences are facilitated through increased opportunities for active participation and increased access to learning resources (Janassen & Reeves, 2016). Students need to develop effective learning strategies in order to promote life-long learning. Learners use a variety of strategies to learn material. More effective strategies include the use of synthesis and/or evaluation techniques where the learner can relate ideas to previous knowledge, critically evaluate material, and be more active and aware of their learning (Entwistle, 2014). These effective strategies may be enhanced when technology is well integrated into courses. Using computer for instruction delivery, 22 computerized system. According to Venezky (2014), instructional technology concerns using computers, CD-ROMs, interactive media, modems, satellites, teleconferencing, and other technological means to support learning. Venezky (2004) asserts that instructional media are gradually finding their ways into the classroom where modern and versatile teachers are exploiting new ways of transferring learning to the younger generation through the use of prints, visuals and audios or the various combinations of these trios which make up all we have in instructional media. Thus instructional media are the information dissemination devices used in the classroom for easy transfer of learning. Ajayi (2008) opined that instructional materials creates change and progress only when the teacher is knowledgeable and knows how to make use of it thus portraying the professional attributes of the teacher and the general knowledge or his creativity in selecting, developing and using instructional materials effectively. Effective communication is the outcome of careful selection of appropriate medium or combination of media available by an effective teacher. In other word, the success of using teaching aids to meet the teaching objectives demands effective use and communication skills of the teacher to satisfy instructional delivery. Different instructional materials are available to be used in teaching any subject effectively, but not all topics require the same type and quality of materials. Cobb (2009) cited in Yusuf (2007) argued that certain instructional methods, while common to multiple media, are more efficient or potent in one medium than others. For example, in a film studies course, the effects of background music on viewer mood can be demonstrated much more effectively using video than via lecture or book. By extension, a flexible medium such as Web-Based Instruction (WBI) might be more effective if it can utilize multiple instructional methods given the nature of the learning material. These materials can be purchased, locally made, or improvised or even imported when necessary for effective instructional delivery. Adekeye (2008) listed four major categories of instructional materials; visual aid, Audio- visual aids, auditory aids and printed materials. The criteria for classifying instructional materials or teaching aids include the degree of expertise or technical skills needed for production, nature of the material, physiological parameter or sensory modality, the place the material is produced and miscellaneous characteristics. For effective instructional delivery, instructional 25 materials are summarized under the following categories: Projected and electronic materials, Non-projected materials, and Phenomenal and manipulative materials. Projected and electronic materials are forms of media which could be visual, audio and audio-visual in nature that requires projection and electricity in their use for teaching and learning situation with computer. This can be categorized into tape recorders or recording, radio, slide projectors, overhead projectors, Episcope video cassette/video disc machine and computer instructional system. The computer has been found to be the most suitable and versatile medium for individualized learning because of its immerse capacity as a data processor used for different games by children. Nwoji (2012) acknowledge three broad ways by which computer contributes to teaching and learning situation, these are mass instruction, individualized information and group learning. More so, the computer technology has made it possible for teachers and students to avail themselves of interest facilities where they can obtain needed information. Anyanwu (2013) asserted that non-projected materials are those materials that do not require any form of projection before they can be utilized. They include chalkboard or board flip chart, specimen, model, textual and non textual materials. Textual materials are the print materials such as textbooks, journals, periodicals, newspaper among others while the non textual materials include charts, chalkboards, films, videotapes, audiotapes, realia, festivals and games. Iwu, Onoja, and Nzewuihe (2013) contended that computers are used to explain points, create reality and supply events, encourage active participation, saves the teachers time, enables students to visualize or experience something, facilitate different learning styles, arouse learners interest, provides meaningful and useful sources of information to teachers and learners, development of continuity of reasoning and coherence of thoughts, reduces verbalism or repetition of words, promotes closer and effective communication between the teacher and the learners. Integration of ICT in Individualized Learning Individualized learning is a new educational technology. It is based on well designed computer-based courseware that allows students or individual to teach themselves. Learning is a core process of higher institutions. According to Farrant 26 (2010), learning is relatively permanent influence in behaviour, knowledge and thinking skill that come about through experience. Knowledge is a major asset and product of the society, upon which continued economic well being and social development depend on. In today’s e-education, learning strategies have changed. Individuals can decide on what to learn, when to learn, where to learn and how to learn. According to Ezemma (2007) a new technology has been introduce in today’s e- education to facilitate the process of learning. This agrees with Ozoji (2013) who contended that education for new emerging society requires ICT tool to facilities self- learning (individualized learning). The most popularly used of ICT tool in education is computer. To buttress this fact, Afolabi (2011) postulated that computer as an ICT tool emerged as a source of learning which is supported by software. It is often regarded as a virtual classroom because it allows for individualized learning. Information and communication technology as tools within the school environment include applied in school administration and management, teaching and learning of ICT related skills for enhancing the presentation of classroom work, teaching and learning repetitive tasks, teaching and learning intellectual, thinking and problem solving skills, stimulating creativity and imagination; for research by teachers and students, and as communication tool by teachers and students (Moursund & Bielefeldt, 2019). Milken Exchange on Education Technology (2019) identified three major ways of using ICT for individualized learning. These are ICT assisted learning, technology as a tool and computer and information science. Information Technology assisted learning was divided into (i) computer-assisted learning, which is the interaction between a student and a computer system designed to help the students learn (drill and practice, tutorials, simulations and virtual realities), (ii) Computer assisted research implies where ICT is used as an aid to doing library and empirical research. This is enhanced through the growth of World Wide Web which has created virtual library that can only be accessed by the technologically literate, (iii) Distance learning, which is the use of telecommunications, designed to facilitate students' learning through e-mail, interactive web sites and two-way audio/video teleconferencing. Moursund and Bielefeldt (2019) maintained that ICT are computer based tools 27 programme or how enthusiastic the staff may be, unless teaching methods result in improved learning, success has not been achieved. It is therefore necessary for the lecturers or teachers to determine to what extent objectives have been realized and the changes in behaviour that have taken place in the students through the process of evaluation. Evaluating students’ performance applying ICT helps the teacher to understand each individual student’s needs, interest and abilities. And evaluating the quality of teacher instruction will help the teacher know how well he or she has taught the lessons and this will also help to evaluate teaching methods used in the classroom or laboratory. According to Okoro (2013) teachers should always evaluate their quality of instruction in order to determine whether the objectives were met, and to improve his or her instructional methods if necessary. According to Osuala (2009) evaluation is a measure of the degree to which the student has achieved the objectives of the training and instruction. He further that the purpose of evaluation is to determine whether or not the student is competent in the occupation, to verify that the learning experiences were effective in developing occupational capabilities and competencies, and to identify areas of strengths and weaknesses in order to plan further instruction. Evaluation, according to Okoro (2016) is the appraisal of the worth or value of a thing or action and the making of appropriate decision on the basis of such appraisal. It involves making assessment of the quality of an educational programme by interpreting the data collected. Evaluation is important to determine the effectiveness of the process of teaching and learning and development in order to plan wisely for the next step(s) of interaction. For teacher to know how for students are learning, students evaluation becomes an important component of the teaching/learning process. And the main purposes of evaluation are to facilitate student learning and to improve instruction. Information about the student progress assists teachers in planning or modifying their instructional programmes and assists students in identifying personal learning goals. Fakeye (2010) contended that evaluation has a strong influence on teaching and learning. He maintained that evaluation provides a framework for instructional planning. He went further to say 30 that if evaluation is used appropriately, it can promote learning, build confidence and develop students’ understanding of themselves and their abilities. Therefore, regular classroom evaluation is necessary for the learner to realize his/her future dreams as it would enable the teacher to identify and plan remedial actions for the weak points or areas in the teaching and learning processes. According to Fakeye (2010), evaluation includes not only the process of determining what actual educational outcomes are and of comparing them with the expected outcomes, but it involves judgements about the nature and desirability of any demonstrated changes. Judgements of this kind obviously bear directly on educational objectives, but they cannot be made until some assessment has been carried out. Assessment is a preliminary phase in the evaluation process in which various techniques are used to gather information about students’ growth and development. Hence evaluation refers to as the decision making which follows assessment. Nora and Watt (2011) maintained that ICT can be applied in assessment purposes at various levels ranging from the management of the assessment information to a fully automated assessment system. In Applying ICT in management, assessment information can enable information to be presented in different ways to meet the needs of different audiences (such as teachers, students, course organisers and external examiners). Not only the quality of presentation of reports but more importantly the range and scope of their content can be improved by utilising ICT for this purpose. At the other extreme, in a fully automated assessment system all aspects of the system from the assessment which the student completes to the processing and administration of the marks, including the overall management of assessment information, are computer-based. Nora and Watt (2012) furthered that the advantages of applying ICT for assessment is that more frequent formative and summative assessment are possible; teachers can be alerted sooner to adapt their teaching; they can spend less time in marking; self-assessment are necessary in the student's own time, at their own pace, when they are ready; its increases student confidence; and that students like rapid results which know other method of assessment can offer accept computer-based assessment. According to Mohammed (2014), ICT is rapidly changing the methods and scope of evaluation. As it is contended by Gibobaniye (2011), that many educational authorities in most technologically advanced 31 nations had predicted that computer would pave way for a new era education which evaluation process would enhance the dreams of chaotic system of administering questions to students and reporting students performance restored to order. Corner (2012) postulated that both students and educators in different institutions or part of the globe uses computer with internet to access e-mail services which could be used to route assignment to students, submit completed assignment to teachers and make enquiries and receive responses for teaching and learning. Constraints to the Integration of ICT in Teaching and Learning There are complaints about the aptitude of teachers. Teachers being unfriendly and poor handling of computer in delivery of instruction are serious problem. Such problems could discourage students from studying computer related practical courses. Eze (2011) stated that the potentials of an educational system are directly related to the qualification of the teachers. FGN (2004) further asserted that the poor quality of teachers is a strong reason, enough to ruin any well planned and meaningful educational system, since no system of education can rise above the quality of its teachers. Negative impact caused by lack of knowledge and competence on the selection and utilization of instructional methods or techniques were also reported by Saura and Dairo (2017). They called for choice of instructional methods that will bring about efficient skill development. Moreover, searching for materials online can be sometimes time- consuming and frustrating. Many learners find it difficult to read papers on a computer screen. Also, it is easy to become bombarded with too much information with little control over the quality and accuracy of the contents. Therefore, a certain technical expertise is required from both teachers and students. More importantly, little is known about how to make use of Internet- based materials or how to design tasks that allow the learners to explore these materials and yield expected learning outcomes. Another major constraint associated with ICT integration are high student or computer ratios, computer breakdowns, and slow or inconsistent Internet connectivity. There is also lack of professional development programs for teachers to upgrade their skills on emerging technologies. There appears to be a gap between policy of the Ministry of Education on ICT integration and actual integration process (Ebenezer & Francis, 2008). Archibong 32 learning process. They claimed that educator’s lack of knowledge is a serious hindrance to integrate ICT into secondary schools. Educators’ must attain and maintain an assured degree of technological competence to make instructional strategies more effective. This is supported by Albirini (2016) who stated that technology competence comprises not only technology knowledge but also the skills and experience essential to put them into use. Technology competency allows the teachers to turn into most efficient individuals in dealing with daily tasks such as to communicate with the student’s parents; to keep records; to do research in their option domain; and to prepare presentations (Priscilla, Nida, Khambari and Wong, 2008). Computer competence, therefore, can be observed in terms of teachers’ beliefs concerning their knowledge, basic skill, and capability of performing essential functions using the computer. According to Albirini (2016), computer competence refers to educators’ beliefs about their computer knowledge and skills. Computers are an essential part of many work places and employers need both men and women with computers skills. Although some come to the job with computer related education, many workers need training or retraining to keep up with new computer hard ware or software. Krysa et al. (2009) in Justus (2011) stated that ICT training should not be limited to teachers who teach computing but to all teachers on the use of ICT. The need for ICT training is explained by the fact that most of the presently recruited teachers received little or no training in their formal education concerning use of ICT in teaching. It could also be a reflection of the need to update teachers' knowledge in the world of fast moving technology of communication. Training teachers on the educational use of computers gains special importance when considering integrating the ICT into regular curriculum. Teachers need to know how to use computers first before they can integrate them in the curriculum. This could make ICT innovation simple to adopt and implement as the innovation becomes compatible with the current objectives of the users. Krysa et al. (2009) in Justus (2011) points to professional development and training as a solution to successful integration of ICT. According to Afshari et al. (2008) in Justus (2011), when technology is introduced into teacher education programs, the emphasis is often on teaching about technology instead of teaching with technology. Hence, inadequate preparation to use technology is one of the reasons that teachers do not systematically 35 use computers in their classes. Teachers lack the necessary skills and thus need to be given opportunities to practice using information communication technology during their teacher training programs so that they can see ways in which technology can be used to augment their classroom activities (Justus, 2011). Teachers are more likely to adopt and integrate ICT in their courses, when professional training in the use of ICT provides them time to practice with the technology and to learn, share and collaborate with colleagues. The statement suggests that training teachers to update their ICT skills may aid the integration of computers into the classroom setting. To promote ICT integration in schools, school leaders should adopt strategies that make ICT part of the daily routine or tasks of the teachers. These strategies may include using e-mail as the mode of communication among staff, accessing the intranet to download data and using a word- processor to complete lesson plans for submission. Theoretical Framework of the Study Theory in the view of Borg and Gall (1989) is a system for explaining set of phenomena by specifying constructs and the laws that relate these constructs to each other. The author stated that theory explains how various factors are causally related to one another. Olaitan (2013) defined a theory as a set of related statement that are arranged systematically so as to give functional meaning to a set of series of events. The author stated that the set of related statement may take the form of descriptive or functional definitions, operational constructs, assumptions hypotheses, generalization and laws. Hornby (2015), in his view explained theory as the principle on which the subject of a study is based. This implies that a theory provides needed data about a given subject matter. With reference to this study theory means all the guiding principles or statements devised to explain fact or set of rules for the study. The theoretical framework of this study is based on the theories of constructivist, teaching and learning. Constructivist and Learning Theory Constructivism is a view of learning based on the belief that knowledge is not a thing that can be simply given by the teacher at the front of the room to students in their desks. Rather, knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge (Gray, 36 1995). Fosnot (1996) cited Gray (1995) defines constructivism by reference to four principles: learning, in an important way, depends on what we already know; new ideas occur as we adapt and change our old ideas; learning involves inventing ideas rather than mechanically accumulating facts; meaningful learning occurs through rethinking old ideas and coming to new conclusions about new ideas which conflict with our old ideas. A productive and constructivist classroom consists of learner-centered, active instruction. In such a classroom, the teacher provides students with experiences that allow them to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine, and invent. The teacher's role is to facilitate this process. Individuals understand learning in different ways and conceive of learning on the bases of internal and external factors. Internal factors include the learner’s previous experiences, motivation, prejudices and level of individual social and emotional development. External factors refer to the learner’s immediate learning environment such as opportunities, constraints and circumstances influencing the individual’s learning including other people (Fosnot, 1996). This was backed up by the work of Papert (1980) that proved computers as useful in higher learning. Papert’s view of the importance of motivational engagement of the learner contrasts sharply with Skinner’s who although recognizing this influence, consider it unnecessary for instruction. In this view, the learners as active participants are involved in structuring their own learning experiences. Papert’s work with Piaget who emphasized the way in which knowledge is structured using computers are organized as well as how the learners’ own perception of their prior experiences perform the knowledge structure. Thus, the importance of how a learner relates new experiences to existing knowledge becomes paramount. Integration of ICT in learning shifted towards a more constructivist orientation, seeing online instruction delivery, as offering more opportunities for students’ participation. To promote integration of ICT in teaching and learning, teachers need to be adequately prepared to effectively apply them; teachers need to experience constructivist approach first- hand in order to better understand the value of learner-centred instruction. Integration of ICT, therefore, allows teachers to places learner at the centre of learning experience and takes responsibility for their own learning. This permits learning to be learner-centred. 37 standard deviation were used to analysed the data, while t-test was used to test the null hypothesis. The findings reveal that level of knowledge of ICT possessed by English Language teachers was poor and as such, they rarely use ICT in English Language instruction. It was also found that there was significant difference in the male and female teachers’ knowledge of ICT with the males demonstrating a higher level of knowledge than their female counterparts. This study is related to the present study in that the study focused on use of ICT for teaching and learning, a survey research design is adopted for the study, questionnaire is used to collect data, mean and standard deviation was used to analysed the data. Muhammad, Fazalur, Ullah, Khush and Tariq (2011) carried out a study on “Assessment of Usage of ICT among Graduates of Allama Iqbal Open University”. The study aimed at measuring the proficiency of graduates of Allama Iqbal Open University in using word processing, spreadsheets and presentation software, analyzing the proficiency of graduates of Allama Iqbal Open University in internet and E-mail, assessing the proficiency of graduates of Allama Iqbal Open University in using E-learning and blogs, exploring the use of ICT in work environment by Allama Iqbal Open University graduates, and finding out the obstacles faced by teachers in ICT use. The study adopted a descriptive survey research design. All the graduates of Faculty of Education of Allama Iqbal Open University made up the population of the study. Sample of 132 graduates of Allama Iqbal Open University who were teaching in various schools, colleges and universities were used for the study. Questionnaire was the instrument used for data collection. Data was analyzed by using percentage, and mean scores. The study revealed that most of the graduates faced obstacles in the use of ICT. It was further revealed that graduates had low proficiency of using computer hardware. The study is related to the present study because its deal with assessment of usage of ICT among graduates of university in the area of integration of word processor, spreadsheets and presentation software, internet and e-mail in learning, which are the components of ICT integration in teaching and learning. Agbulu and Ademu (2010) conducted a study on Assessment of Agricultural Science Teachers’ Knowledge and Utilization of Information and Communication Technology in Nigerian Secondary Schools. The study aimed at examining the 40 availability of ICT in secondary schools, knowledge of ICT possessed by agricultural science teachers, utilization of ICT by agricultural science teachers for teaching and learning, and the challenges posed by ICT to agricultural science teachers. A survey research design was adopted for the study. The population for the study was 568 agricultural science teachers. A checklist and structured questionnaire were used for data collection. Mean and Standard deviation were used for the data analysis, while t-test statistic was used to test the null hypotheses. The major finding revealed that ICT were not utilized for teaching and learning in secondary schools. This study is related to the present study because it involved the assessment of teachers’ knowledge and usage of ICT in teaching in schools prerequisite for the integration of ICT in teaching and learning in schools. The study also adopted a survey research design, used questionnaire to collect data. Mean and standard deviation were also used for data analysis. Ajayi, Ekundayo & Haastrup (2009) carried out a study on “The Integration of Information and Communication Technology in Nigerian Secondary Schools”. The study aimed at investigating the level of availability of ICT facilities in schools, the capacity for using ICT facilities for teaching and learning, the perceived benefits of using ICT and the problems facing the use of ICT in secondary schools. The descriptive survey design was used for the study. The population consisted of all the teachers and principals of the secondary schools in Ondo and Ekiti States. A sample of 320 teachers and 40 principals were used for the study. Questionnaire was the instruments used to collect data for the study. Frequency counts and percentage scores were used to analysed the data. The study revealed that ICT facilities were lacking in schools and teachers and students were to a little extent exposed to the use of ICT. The study also revealed the perceived benefits of using ICT in schools which include making teaching and learning interesting; helping the distance learning programme; helping teachers to be up-to-date; enhancing quality of work by both the teachers and the students. The study also revealed some of the challenges facing ICT in secondary schools as: irregular power supply: inadequate computer literate teachers; high cost of purchasing computers in schools; inadequate facilities to support full integration of the ICT and lack of fund. This study is related to the present study on the ground it deals with integration of ICT in teaching and learning schools. It also looks into the level of ICT usage by the teachers and the constraints to 41 the usage. Justus (2011) conducted a study on problems in ICT Implementation in Selected Institutions of Higher Learning in Kabale District, Uganda. The objective of the study were is to: investigate the influence of cost of ICT training materials on ICT implementation in selected institutions of higher learning in Kabale District; find out the influence of skills development in ICT towards ICT integration in selected institutions of higher learning in Kabale District; and explore the influence of administrative support on ICT integration in selected institutions of higher learning in Kabale District. A cross sectional survey design was employed. The population for the study constituted 90 teaching staff from the four institutions, 30 administrative staff and 200 undergraduate final year students and 300 diploma final year students. The sample sizes of 73, 28, and 217 respectively were randomly selected. Self Administered Questionnaires (SAQs) were used for collected data. Frequency count, descriptive statistic and ANOVA were used for data analysis. The findings revealed that cost of ICT training materials negatively influenced ICT integration where as skills development in ICT and administrative support positively influenced ICT integration. The study is related to the present study because it deals with problems that influence the integration of ICT in teaching and learning in higher institutions which is one of the specific objectives of this study. The gap created from this study is that the study fail to investigate the areas of integration of ICT especially in preparing lesson, delivery of instruction, individualized learning, and evaluation of learning which the present study is intend to fill. Summary of Review of Related Literature Integration of ICT according to authors is the use of a diverse set of technological tools and resources to communicate, create, disseminate, store, retrieve and manage information. Literature on the integration of ICT by lecturers in individualized learning was carried out by the researcher to guide the study. The authors identify lack of training, skills, attitude for change and competence as constraints to the integration of ICT in the classroom. Authors identified key competences required of teachers or lecturer for effective integration of ICT in teaching and learning to include ability to apply word processor in processing information, database and spreadsheet in preparing lesson; 42 20% of the total population is appropriate for population of few thousands for survey study. The information on the sampling is shown in appendix III. Instrument for Data Collection The instrument used for data collection was a structured questionnaire. The instrument is titled “ICT Integration Questionnaire (ICTAQ). The questionnaire were made up of two sections, section A and B. Section A was consisted of items seeking the personal information of the respondents. Section B was consisted of five parts. Part I was made to elicit information on the extent of integration of ICT in lesson preparation. Part II was consisted of items to obtain information on the extent of integration of ICT in instruction delivery. Part III contains items soliciting information on the extent of integration of ICT in individualized learning. Part IV contains items for obtaining information on the extent of integration of ICT in evaluation of learning. Part V was comprises items for gathering information on the constraints to the integration of ICT in teaching and learning. The responses on the questionnaire were structured on a 5-point rating scale namely; Very Great Extent (VGE), Great Extent (GE), Moderate Extent (ME), Little Extent (LE), and Very Little Extent (VLE). Validation of the Instrument The instrument was face-validated by three lecturers from Department of Guidance and Counselling, Ambrose All University, Ekpoma. Each validate was given a copy of the instrument to eliminate any irrelevant statement presented by the researcher and to make suggestions for the improvement of the instrument. The suggestions from validates were integrated into the final copy of the questionnaire that was developed. Reliability of the Instrument In order to test the reliability of the instrument, twenty (20) copies of the instruments was administered to lecturers in University of Benin, Benin City, Edo State. The choice of University of Benin, Benin City for the reliability test is informed by the number of common factors in social and educational development of the two states. The internal consistency of the instrument was established using Cronbach’s Alpha (α) method. The value of the reliability coefficient established is as follows: Part I, lesson preparation 0.67; Part II, instruction delivery 0.76; Part III, individualized learning 0.70; 45 Part IV, evaluation of learning 0.85; and Part V, constraints to the integration of ICT 0.88. Method of Data Collection To ensure a high percentage of returns, the questionnaire were administered to the respondents by the researcher to lecturers in Ambrose Alli University, The questionnaires were collected back from the respondents after one weeks of administration. Out of 295 questionnaires administered, 287 were duly filled by the respondents and were returned. It was this number that was analyzed to generate the data used for answering the research questions and hypotheses. The rate of return was 97%. Method of Data Analysis Data collected were computed using Mean, Standard Deviation and Analysis of Variance (ANOVA). The Mean and Standard Deviation were used to answer the five research questions. While ANOVA statistic was used to test the three null hypotheses at 0.05 level of probability. All computations were carried out using Statistical Package for Social Sciences (SPSS). The boundary limits for interpreting mean scores of the questionnaire items in order to answer the research questions are as follows; Scaling Statement Real Limit Very Great Extent (VGE) = 5 points 4.50 – 5.00 Great Extent (GE) = 4 points 3.50 – 4.49 Moderate Extent (ME) = 3 points 2.50 – 3.49 Little Extent (LE) = 2 points 1.50 – 2.49 Very Little Extent (VLE) = 1 point 0.50 – 1.49 From the above real limit, a mean of 4.50 – 5.00 was accepted as very great extent, 3.50 – 4.49 was accepted as great extent, 2.50 – 3.49 was accepted as moderate extent, while 1.50 – 2.49 were accepted as little extent, and 0.50 – 1.49 were accepted as very little extent. From the above, the cut-off point for moderate extent was 2.50 or above. Therefore, any item that scored a mean value of 2.50 or above was accepted and was judged according to the scale response option. While any item that scored below 2.50 were rejected. With respect to the hypotheses, the hypotheses were accepted because the calculated value and F-ratio of the items is less than the table values at 0.05 46 level of probability. 47 questions Please indicate extent of application of ICT in the following instruction delivery in Ambrose Alli University S/ N Item Statements VGE GE ME LE VLE 1 Projecting day’s learning objectives to students 2 Managing and engaging in an online class discussion 3 Use of whiteboard and video projector in delivery lesson 4 Illustration and plotting of graphs 5 Presentation of instructional contents in textual, audio, visual and audio-visual forms 6 Involvement of students in a role play scenario 7 Use of interactive media, modems, satellites 8 Posting notice and course content on screen for students 9 Introducing previous lesson 10 In quiz, test, examination and assignment 11 Publishing students result 12 Retrieving students assignment or term papers Presenting or introducing new content Please indicate extent of application of ICT in the following individualized learning activities in your higher institution S/ N Item Statements VGE GE ME LE VLE 1 Creating word processing document or files 2 Multimedia presentations and electronic whiteboards 3 Browsing on Net 4 Creating tables 5 Storing and retrieving information 6 Preparing slides 7 Selecting and customizing instructional software to fit students' needs 8 Creating desktop publishing document 9 Drill and practice 10 Record-keeping 11 Computing students grades Generating charts 12 Entering, organizing, and sorting of data 50 Please indicate extent of application of ICT in the following evaluation of learning activities in your higher Institution S/ N Item Statements VGE GE ME LE VLE 1 Disseminating information directly to students, colleagues and parents. 2 Collection of information and feedback directly from students, colleagues and parents. 3 Marking quiz, test, examination and assignment Keeping students records. 4 Monitoring students performance 5 Computing students grades 6 Comparing students grades 7 Assigning students grades or scores 8 Difficulty in reading on a computer screen Lack of technical assistant in fixing the tools 9 Limited space on the screen or slides to explain or elaborate concept 10 Low maintenance rate of the few available equipment 11 Lack of laboratory for effective practical sessions 12 Difficulty in connecting computer with overhead projector 13 Students lack of knowledge of using ICT tools 14 Insufficient computers for practical classes 51 REFERENCES Abimbola, I. 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