INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TRAINING OF ADULT EDUCATION STUDENTS IN TERTIARY INSTITUTIONS IN ENUGU STATE

INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TRAINING OF ADULT EDUCATION STUDENTS IN TERTIARY INSTITUTIONS IN ENUGU STATE


2,012 marked this research material reliable.
Call or whatsapp: +2347063298784 or email: info@allprojectmaterials.com
Department: adult education project topics | Type: Project Topics | Project Topics and Materials | List of Project Topics | Research Project Materials | Journals | Thesis | Articles | Online Project Materials | Business Plan | Final year project topic | Format: Ms Word and PDF | Attribute: Documentation Only | Pages: | Chapters: Complete Research work from Chapter 1 to 5; All chapters | Inclusive: Abstract, Preliminary Pages, Table of Contents and Appendices | Cost: ₦ 5,000.00


INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TRAINING OF ADULT EDUCATION STUDENTS IN TERTIARY INSTITUTIONS IN ENUGU STATE

PROJECT TOPICS AND MATERIALS ON INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TRAINING OF ADULT EDUCATION STUDENTS IN TERTIARY INSTITUTIONS IN ENUGU STATE


CHAPTER ONE

INTRODUCTION

Background to the Study

Adult education refers to the provision of instructed learning events for adults after earlier terminated or interrupted education within the regular education system. It is characteristic that adult education is arranged and organized specifically with adults in mind (Fulah, 2003). The differences to education within the regular education system can be such as the time and modes of instruction. Adult education is defined on the basis of the organization providing education and training to adults (Jenny, 2001).

          Adult education is instructional and related support services for adults who are not enrolled in the school. It is for adults who lack the educational foundation expected of a high school graduate. It is a form of education for adults whose inability to speak, read, and write the English Language, compute and solve problems constitutes a substantial impairment in their ability to obtain, retain and/or function on the job, in their family and in society commensurate with their real ability, to achieve their goals, and develop their knowledge and potential. This category of people is in need of a programme that helps them eliminate such inability and raise their level of education and self-sufficiency (Aback, 2000). Adults are taught in adult education classes by professionals known as adult educators.  An adult educator is one who practices the profession of facilitating the learning of adults by applying the principles of androgogy. An adult education student is a student who studies adult education as a course in any institution in a bid to become a qualified adult educator after graduation. An adult education student is supposed to pass through some training to enable him/her qualify for the career.

Training is the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies (Frank, 2009). Training has specific goals of improving one’s capability, capacity, and performance. It forms the core of apprenticeships and provides the backbone of content at institutes of technology (also known as technical colleges or polytechnics). In addition to the basic training required for a trade, occupation or profession, observers of the labor-market recognize as of 2008 the need to continue training beyond initial qualifications: to maintain, upgrade and update skills throughout working life (Sidney, 2002). People within many professions and occupations may refer to this sort of training as professional development.

Freire ( 2005), believed that education and training should not be a ‘banking‘ process, where students are filled with lecturer-determined content, and are then asked to reproduce it. He argued that students at whatever stage of learning are capable of conscientization, of reading the world and breaking the culture of silence in order to create their own instructional agenda. The training methods utilized in the traditional setting for the training of adult education students include lecturing and questioning techniques. The lecturer presents and explains the topic to the adult education students and asks questions to check for understanding or not.

Lecturing is a well known teaching method used in education. In this teaching method the lecturer plays a more active role than learners. The lecturer prepares the lesson before entering the class by collecting teaching materials and developing a good teaching/learning plan. This method helps the learners to focus on the specific subjects delivered by the lecturer. It can be useful for a class wanting only to learn to read and write. However, it limits learner participation since it gives more chance to the lecturer to dominate.

          A lecturer is someone who dispenses knowledge, someone who lectures, tells, feeds, disseminates, covers material, and teaches the subject matter more than the students. The students sit passively while the lecturer is going on. Desks in rows and a blackboard and podium up front are forms of arrangements designed for this type of teaching method. However, Huntington (1997) suggests that lectures are an effective method for giving short sets of instructions, background information, guidelines, or other information that is needed in a short time frame.

          The integration of Information and Communication Technology (ICTs), training methodologies in tertiary Adult Education is a new teaching methods, which has added a new dimension to teaching and learning in Adult Education. Integration is the act or process of integrating; the state of becoming integrated; the bringing of people of different racial or ethnic groups into unrestricted and equal association, as in society or an organization; desegregation (Alako, 2006). Integration can be said to be a way of applying/introducing a particular concept or method to improve a system or an organizational activity, be it a company, industry, educational institutions e.t.c. Such a concept or method could be necessary to the aim of such an organization to better their previous activities or mode of operations in a bid to obtain a better result or output. Hence, there is need to integrate Information and Communication Technologies (ICTs) in training of adult education students in tertiary institutions in Enugu State.

Information and Communication Technologies (ICTs) are defined as a “diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information” (Brandford, 2008). ICT implies the technology which consists of electronic devices and associated human interactive materials that enable the user to employ them for a wide range of teaching – learning processes in addition to personal use (Clarlson, 1999). These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephone. ICT is that technology which uses the information to meet human need or purposes including processing and exchanging. Information and communications technology (ICT) in education is the processing of information and its communications facilities and features that variously support teaching, learning and a range of activities in education (Dowling, 2003). Anzalone (2001) opined that some ICT facilities like PowerPoint presentation packages, Data projector, Internet services can boost the academic achievement of students if applied in teaching and learning.

When these technologies are applied in the field of education, it is termed as ICT in education. The term too can be used to connotate the term Educational technology, because it also uses any hardware and software approaches that can enhance better learning outcomes (Eric, 2004). In the era of Computer technology, ICT mainly focuses on the infrastructure, devices and sources of computer technology and thus it is imperative to discuss about the use of ICT in education by focusing mainly on Computer based technology.

ICT in education is any educational technology that is applied in the educational process. It encompasses Hardware approach like use of machines and materials, Software approach like use of methodologies and strategies of teaching learning and Systems approach that uses the management technology that deals with the systematic organization of the hardware and the software (Johnson, 2006). It also include different software packages for use in different departments of education; e.g library software, administration software, software related to managing the entire teaching learning process. Ogan (2006) stated that an appropriate use of PowerPoint can enhance the teaching and learning experience for both staff and students.

Information and communication technologies (ICTs) — which include radio and television, as well as newer digital technologies such as computers and the Internet — have been proven as potentially powerful tools for educational change and reform (Jack, 2006). When used appropriately, different ICTs can help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by helping make teaching and learning into an active process connected to real life. ICT materials should be readily available for integration into the training of adult education students. Eric (2004) suggested that ICT should be properly integrated to enable adult education students to source information at ease. Freire ( 2005) is of the view that It is important that lecturers and students acquired the needed skills for integration of ICT in the training of adult education students.

There are also some challenges that seem to hinder the integration of ICT in the training of adult education students in the tertiary institutions. The identification of these challenges is necessary because it gives a clue to the factors that limit the integration of ICT into the training of adult education students. This further helps adult educators to source and provide solutions to such challenges for better integration of ICTs.

University of Nigeria, Nsukka (UNN) is the only tertiary institution in Enugu State that offers adult education programme. However, the training of adult education students in UNN seems not to be based on ICT application; rather, the conventional or traditional method of education and training has been in vogue (Ugwuegbu, 2003). Adult education students in UNN were however trained using the conventional method or the traditional method of training before the advent of Information and Communication Technology (ICT). The training of adult education students in UNN seems not to be effective. This is so because according to Oyedeji (2008), “adult education students who should be trained in all round knowledge and skills for the society, are found to be trained in the conventional ways other professionals are trained” (P. 24). Furthermore, UNN seem to lack the necessary ICT equipment needed for the training of adult education students.

The most required ICT facility for training individuals for competence in the modern global labour market is the computer. The computer is a device which takes in information, stores the information, and gives out such information when needed with maximum accuracy. Computer devices systematically present information to the learner and elicit a response; they use reinforcement principles to promote appropriate responses. With computers, students can learn at their own pace, because the student interacts with the computer. It is believed by many to be a more dynamic learning device. Furthermore, educational alternatives can be quickly selected to suit the student’s capabilities, and performance can be monitored continuously. In the use of computer device for training adult education students, it has been noted by Ogan (2006), that as instruction proceeds, data are gathered for monitoring and improving performance of adult education students.

          However, with the advent of ICT, many lecturers are advocating for the integration of ICT, especially computer in the training of individuals for human capital development, and as well as professional development for the Nigerian labour market. This is because ICT provides learning opportunities that is characterized by regular interaction of lecturer and learner irrespective of time or place, or both time and place; learning that is certified in some way by an institution or agency; the use of a variety of media, including print and electronic; two-way communications that allow learners and tutors to interact; the possibility of needed face-to-face meetings; and a specialized division of labour in the production and delivery of courses (Eric, 2004). Most instructors or lecturers, who are knowledgeable, capable, and skilled, can make use of ICT facilities in facilitating the training of adult education students.

It is against this backdrop of opinions on the potentials of integrating ICTs into training and the inability of the lecturer method to train effective adult education students that the researcher dimmed it fit to practically investigate the extent of integration of Information and Communication Technologies in training adult education students in tertiary institutions in Enugu state.

Statement of the Problem

          It is obvious from the background that the lecture method of training has been popularly used in the training of adult education students in UNN. This situation may have led to the poor training of adult education students and as such, most of the trained adult education students in UNN may not fit in properly into the labour market which is now driven by information and communication technology (ICT). It has also eroded the individualization of learning and has made adult trainees passive listeners rather than active ones. There seems to be unavailability of ICT materials for training of adult education students in UNN. It seems that ICT is not integrated to a great extent in training of adult education students, and in the sourcing of information by adult education students in UNN. It seems that adult education students do not have the needed skills for integration of ICT into their training process. It seems there are some challenges hindering the integration of ICT into the training of adult education students in UNN.

          Today, ICT have been found very relevant in the training of adult education students who will fit into the present world of work. This is because of its obvious advantages in the training processes. These include: learning opportunities that is characterized by the regular interaction of lecturer and adult education students irrespective of time or place, or both time and place; the use of a variety of media, including print and electronic; two-way communications that allow adult education students and lecturers to interact, and a specialized division of labour in the production and delivery of courses.

          Given these obvious limitations of the popularly used lecture method and the current advantages of integrating ICT into training process, there is the need to examine the extent to which ICT is being integrated into the training of adult education students so as to tap these obvious advantages. Therefore, the problem of this study is to examine the extent of integration of information and communication technologies in training of adult education students in UNN, which is the only tertiary institution that offers adult education programme in Enugu State.

Purpose of the Study

          The main purpose of this study is to assess the extent of Information and Communications Technologies integration in training adult education students in tertiary institutions in Enugu state. Specifically, the study will seek to:

·         ascertain the types of available ICT materials for the training of adult education students in tertiary institutions in Enugu State.

·         determine the extent of ICT integration into the training of adult education students in tertiary institutions in Enugu State.

·         examine the extent of integration of ICT in the sourcing of information by adult education students in tertiary institutions in Enugu State.

·         examine the needed skills required by tertiary adult education students for integration of ICT into their training process.

·         find out the challenges hindering the integration of ICT into the training of adult education students in tertiary institutions in Enugu State.

Significance of the Study 

          The findings of this study will be significant to adult education lecturers and instructors because it will enhance their mode of teaching and help them adopt a better teaching method that will enable them reach their students at any time irrespective of their location with the aid of ICT.

          The result of this study will be significant to students because it will help them to have basic information, technical data and material for research on ICT integration.  This will help them carryout any form of research work relevant to the integration of ICT to training without any hitch or paucity of data.

          The result of this study will be significant to adult educators, since undoubtedly, ICT are potentially useful tools both for managing education and for training. This is because the research will create awareness to the adult educators on the extent to which they integrate ICT in their training of adult education students.

          The result of this study will be significant to educational administrators because integration of ICT can allow educators to reach new groups of potential students, particularly mature students, lifelong learners, students with physical disabilities, students in employment and students who are far from education centres. The findings of the study will therefore help the educational administrators to make good policies that will encourage better integration of ICT into the training of their students. 

Policy makers will benefit from the findings of the study in many ways. It will acquaint the policy makers on the deficiencies of lecture method of training which necessitates the need for ICT. This will enable them make policy statements that will encourage the integration of ICT in training of students in various tertiary institutions in Enugu State.

The findings of this study will be of colossal benefit to the government of Enugu State. This study will serve as an eye-opener to the state government on the extent to which ICT is integrated into the training of their students despite its obvious potentials. This disclosure will prompt the state government to adopt and implement the use of ICT in training adult educators in her various tertiary institutions.

          Finally, the theoretical foundation of this study is hinged on the Learning theories. Learning theories are theoretical frameworks that describe how information is absorbed, processed, and retained during learning. The theory states that cognitive, emotional, and technological influences, as well as prior experience, all play a part in how training or understanding, is acquired or changed, and knowledge and skills retained. The concepts of this theory will serve as an insight to the present study in the sense that it will yield a perspective for the integration of information and communication technologies in training of adult education students in tertiary institutions in Enugu State.

Research Questions

          The following research questions will guide the study.

·         What are the types of available ICT materials for the training of adult education students in tertiary institutions in Enugu State?

·         What is the extent of ICT integration into the training of adult education students in tertiary institutions in Enugu State?

·         To what extent is ICT integrated into the sourcing of information by adult education students in tertiary institutions in Enugu State?

·         What are the needed skills required by tertiary adult education students for integration of ICT into their training process?

·         What are the types of challenges hindering the integration of ICT into the training of adult education students in tertiary institutions in Enugu State?

Scope of the Study

            This study is limited to the integration of ICT in the training adult education students in tertiary institutions in Enugu State. The study will be targeted at second, third, and fourth year adult education students in University of Nigeria, Nsukka. However, the study is restricted to availability of ICT materials, extent of ICT integration into training, integration of ICT in sourcing of information, the skills required by adult education students, and problems of ICT in training adult education students in tertiary institutions in Enugu State.

Hypotheses

The following null hypotheses formulated to guide the study will be tested at 0.05 level of significance:

HO1   There is no significant difference in the mean rating of adult education students on the extent of integration of ICT into teaching of adult education students in tertiary institutions in Enugu State.

HO2   There is no significant difference in the mean rating of adult education students on the challenges hindering the integration of ICT in the training of adult education students in tertiary institutions in Enugu State.

 

DOWNLOAD COMPLETE WORK FOR INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TRAINING OF ADULT EDUCATION STUDENTS IN TERTIARY INSTITUTIONS IN ENUGU STATE


Additional Information

  • The Project Material is available for download.
  • The Research material is delivered within 15-30 Minutes.
  • The Material is complete from Preliminary Pages to References.
  • Well Researched and Approved for supervision.
  • Click the download button below to get the complete project material.

Frequently Asked Questions

In-order to give you the best service available online, we have compiled frequently asked questions (FAQ) from our clients so as to answer them and make your visit much more interesting.

We are proudly Nigerians, and we are well aware of fraudulent activities that has been ongoing in the internet. To make it well known to our customers, we are geniune and duely registered with the Corporate Affairs Commission of the republic of Nigeria. Remember, Fraudulent sites can NEVER post bank accounts or contact address which contains personal information. Free chapter One is always given on the site to prove to you that we have the material. If you are unable to view the free chapter 1 send an email to info@researchcub.info with the subject head "FREE CHAPTER 1' plus the topic. You will get a free chapter 1 within an hour. You can also check out what our happy clients have to say.


Students are always advised to use our materials as guide. However, if you have a different case study, you may need to consult one of our professional writers to help you with that. Depending on similarity of the organization/industry you may modify if you wish.


We have professional writers in various disciplines. If you have a fresh topic, just click Hire a Writer or click here to fill the form and one of our writers will contact you shortly.


Yes it is a complete research project. We ensure that our client receives complete project materials which includes chapters 1-5, full references, questionnaires/secondary data, etc.


Depending on how fast your request is acknowledged by us, you will get the complete project material withing 15-30 minutes. However, on a very good day you can still get it within 5 minutes!

What Clients Say

Our Researchers are happy, see what they are saying. Share your own experience with the world.
Be polite and honest, as we seek to expand our business and reach more people. Thank you.

A Research proposal for integration of information and communication technology in training of adult education students in tertiary institutions in enugu state:
Reviews: A Review on integration of information and communication technology in training of adult education students in tertiary institutions in enugu state, integration, information, communication project topics, researchcub.info, project topic, list of project topics, research project topics, journals, books, Academic writer.
CHAPTER ONE INTRODUCTION Background to the Study Adult education refers to the provision of instructed learning events for adults after earlier terminated or interrupted education within the regular education system. It is characteristic that adult education is arranged and organized specifically with adults in mind (Fulah, 2003). The differences to education within the regular education system can be such as the time and modes of instruction. Adult education is defined on the basis of the organization providing education and training to adults (Jenny, 2001). Adult education is instructional and related support services for adults who are not enrolled in the school. It is for adults who lack the educational foundation expected of a high school graduate. It is a form of education for adults whose inability to speak, read, and write the English Language, compute and solve problems constitutes a substantial impairment in their ability to obtain, retain and/or function on the job, in their family and in society commensurate with their real ability, to achieve their goals, and develop their knowledge and potential. This category of people is in need of a programme that helps them eliminate such inability and raise their level of education and self-sufficiency (Aback, 2000). Adults are taught in adult education classes by professionals known as adult educators. An adult educator is one who practices the profession of facilitating the learning of adults by applying the pr.. adult education project topics

INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TRAINING OF ADULT EDUCATION STUDENTS IN TERTIARY INSTITUTIONS IN ENUGU STATE

Project Information

Share Links

Download Post (MsWord)
Download Post (PDF)

Search for Project Topics

Project topics in Departments

How much does it cost to hire a writer in Nigeria?

Looking for Professional Approach and Quality Research Services ?

Estimating the cost of research writing in Nigeria: Freelance writers in Nigeria may charge anywhere from ₦5,000 to ₦50,000 or more per project, depending on the factors mentioned earlier. SEO-focused content may be on the higher end of this range due to the additional skills and research involved. For a more accurate estimate, it's recommended to reach out with us, discuss your specific requirements, and request a quote based on the scope of your project. Prices can vary, so getting personalized quotes will help you determine the cost more precisely.

Undergraduate Project Topics, economics project topics, marketing project topics, business administration project topics, engineering project topics, computer science project topics, banking & finance project topics, education project topics, law project topics, sciences project topics, public administration project topics, political science project topics, mathematics project topics, medical science project topics, mass communication project topics, research projects, geology project topics, marketing project topics, agriculture project topics, Browse Thousands of Final Year Project Topics, hire a writer, Research Works and Materials, Project topics and materials in Nigeria, Undergraduate Project Topics, Research Works and Materials, research topics, research project materials, complete project materials, computer science project material, free project topics, complete projects, accounting topics, small business topics, entrepreneurship topics, project materials, Nigerian undergraduate projects, business administration projects, computer science topics and projects, MBA Nigerian project topics, human resources, small businesses, entrepreneurship projects, economics projects, impacts projects, effect projects, university projects, polytechnic projects, investigate projects, political science projects, mass communication projects, project topics, human resource projects, education projects, French topics, project analysis, French projects, project tips, project abstract, project proposals, project bibliography, project reference, project seminar, forex, TSA, treasury single account, currency, naira, devaluation, undergraduate projects, final project research, marketing project topics, statistics project topics, mathematics project topics, statistics, mathematics, research projects, project thesis, labour force theses, NCE, OND, HND, BTECH, BSC, MBA, MSC, English projects, linguistic project topics, Free Project topics and materials in Nigeria, research topics, reseach project materials, computer science project material, free, complete, accounting topics, small business topics, materials, nigeria projects, business administration projects, computer science topics and projects, MBA nigeria project topics, human resources, small business, entrepreneurship projects, economics projects, impact projects, effects projects, training, budgets, ghana, university, polytechnic, browse Free project materials and topics in Nigeria, accounting and finance project materials, business administration project materials and topics, human resources, entrepreneurship, computer science and engineering project materials and topics, Accounting project topics, Accounting project topics and materials, Agricultural Economics Project Topics and Materials, Agricultural Science Projects topics and materials, All Project topics and materials, Architecture Project topics and materials, Aviation project topics and materials, Banking & Finance Projects topics and materials, Biology project and materials, Building project topics and materials, Business Administration & Management Projects topics and materials, Chemical Engineering Project Topics and materials, Civil Engineering Projects topics and materials, Communication & mass communication art project topics and materials, Computer Engineering Project Topics and materials, Computer Science Projects topics and materials, Criminology project topics and materials, Economics Research Projects topics and materials, Education Project Topics and Materials, Electrical Engineering Projects and materials, English Education & English Language Project topics and materials, Food Science project topics and materials, Geology Project Topics and materials, Guidance Counseling Project Topics and materials, History project topics and materials, Home Economics Project Topics and Materials, Human Resource Projects topics and Materials, Industrial Chemistry Projects topics and materials, Insurance Projects topics and materials, Law project topics and materials, Library and information science project topics and materials, Marine and Transport management project topics and materials, Marketing Projects topics and materials, Mathematics project topics and materials, Medical Sciences Project Topics and materials, Microbiology project topics and materials, Nursing and Midwifery project topics, Nursing and Midwifery project topics and materials, Optometry or nursing project topics and materials, Petroleum Engineering project topics and materials, Pharmacy project topics and materials, Philosophy project topics and materials, Photography project topics and materials, Physical and Health Education project topics and materials, Physiology project topics and materials, Political science project topics and materials, Project topics and materials, Psychology project topics and materials, Random project, Religious and Cultural Studies Project Topics and Materials, Sociology and Anthropology Project topics and materials, Sociology Project Topics and materials, Tourism project topics and materials, Vocational education project topics and materials. Project Topics: List of Project Topics | integration of information and communication technology in training of adult education students in tertiary institutions in enugu state | integration | information | communication Project Topics | researchcub.info