CHAPTER ONE
INTRODUCTION
1.1. Background to the Study
Educational technology
is a very important component in teacher education curricula and in the
teaching and learning process generally in Nigeria. It goes a long way
in bringing about efficiency and effectiveness in the instructional
process. Educational technology is the involvement of technology, human
and non- human resources for facilitating learning and solving
educational problems (Akanbi, 2013).
Educational Technology
therefore is intended to provide experiences needed to meet the
challenges of present day instructional needs for all those engaged in
teaching in any organization (Eya, 2010).
Teaching method refers to the ways and
means which a teacher adopts to guide the students through teaching and
learning activities in order to accomplish the desired goal. (Greg,
2008).
In this era of information and
communication technology, there is need for more diversified approach to
teaching and learning. It is sad to note that teaching at higher level
of education in Nigeria is still dependant on traditional practices and
materials (Gilbert, 2007). It is no exaggeration to say that traditional
processes such as lecture and demonstration methods have proved
incapable of producing the effects required for coping with the
challenges posed by globalization and rapid technological development.
This calls for the need to face the new realities of time by embracing
the use of new pedagogies and the hybrid media for instructional
delivery. The new instructional strategies that are currently in use
which are meeting the current challenges of globalization and
technologies in Nigeria are based on computer technologies and new
learning theories. Through computer assisted instruction, students are
now able to learn independently through systematic and sequential
procedure in new learning spaces. Kaufman, (2012) observed that, the
application of computers to the process of teaching and learning have
been diversified and they cover such areas as providing drill and
practice exercises’ and using computers to visualize complex objects
and process and to facilitate communication between teachers and
learners (Lassa, 2006). The current global view or approach to
learning which has proved to be effective, is the application of the
constructivist theories that facilitate student centered learning by
use of blended learning strategies, guided-inquiry, problem-solving,
e-learning ,collaborative learning and cooperative learning teaching
and learning methods (Yusuf , 2009).
1.2. Statement of the Problem
Academia is not abreast with Technology
education as the private and business sectors. The current usage of
Technology education in academia is associated with “dubbing” which
simply means copying. Most students, who use Technology education
specifically the internet, fail to perceive that such resources are to
provide a deeper understanding to whatever information sought and are an
extension of lecture rooms (Johnson, 2007).
The purpose, role, and nature of
Technology in education are not given the attention that it deserves.
Designers of resource tools for teaching therefore need to be able to
understand these and to be aware of Technology education that will fit
the academic environment (Cohen, 2008).
Classroom teachers are using technology
in the classroom more frequently than ever before. According to Collins
and Halverson (2009), students who are exposed to a high volume of
technology perform as well as expected on standardized test, however
technology can potentially do students a disservice if used
inappropriately. When teaching using technology, instructors must be
aware of the potential hindrances technology can bring to the learning
process. Some negative effects of technology in today's classroom are
that it can take away valuable learning time, it can be overused, and it
can also turn educational experiences into games for students
In today's classroom, teachers are
pressed to make every minute count. If the teacher and students are not
experienced with technology in the classroom, valuable time is often
wasted on technical troubles. In addition, the teacher faces the
difficulty of having a class full of students who are all at different
skill levels. In many schools, most students will have a computer and
Internet access, but schools that are located in impoverished areas may
have a large portion of their student body with little to no computer
experience (Conley, 2004).
In some classrooms technology is
overused. This can lead to a variety of problems. Many students learn
best by physically and mentally interacting with what they are studying
(Corder and Foreman, 2009). Technology should be used to supplement the
classroom curriculum, but should not be used as the sole source of
learning.
1.3. Purpose of the Study
The main purpose of this study was to
examine the learning method in technology education on the learning
outcomes of graduates of technology education in Delta State Tertiary
Institutions. The following are the specific objectives of the study:
- To examine the suitable teaching methods that graduates of technology education are taught with in technology education
- To examine the level of availability of technology infrastructure in education in Delta State Higher Institutions
- iii. To examine the extent graduates of technology education and teachers acquire technological skills in education
1.4. Research Questions
The following research questions were raised to guide this study:
- What are the suitable teaching methods that graduates of technology education are taught with in technology education?
- What is the level of availability of technology infrastructure in Delta State Higher Institutions?
- iii. To what extent do graduates of technology education acquire technological skills?
1.5. Research Hypotheses
The following research hypotheses are formulated and tested at 0.05 level of significance in this study;
- There is no significant different between the learning outcomes of
graduates of technology education taught with technology infrastructures
and those taught with conventional method of teaching.
- There is no significant difference between the learning outcomes of
male and female graduates of technology education taught with technology
education infrastructures in tertiary institutions
1.6. Scope of the Study
The researcher decided to limit the
investigation to a minor number of Post-Graduate Diploma students in
Education in the Institute of Education in Delta State University,
Abraka. The reactions of the graduates of technology education were used
to explore the Learning Methods in Technology Education on the Learning
Outcomes of Graduates of Technology Education in Delta State Tertiary
Institutions. The study was limited to individualized and fieldtrip
methods of teaching technology education in tertiary institutions. The
knowledge provided by this study may lead to future research, and the
results could be generalized to other institutions in the country.
1.7. Significance of the Study
The use of technology education is a
global and an ongoing issue. This research will be of benefit to the
academia, educational policy makers, lecturers, Tertiary Institutions
administrators and students in the following ways:
1. it will help in the spreading of
Technology Education at various levels and different disciplines in
Tertiary Institutions in Nigeria
2. Tertiary Institutions faculties will
enhance the impact of knowledge in their teaching emphasizing concept
learning leading to the application of knowledge and critical analysis;
3. it will help lecturers to update and improve their skills;
4. it will help students to appreciate web resources which they use to arrive at answers to their problems; and
5. Students will also come to appreciate the evaluation of information sources.