Information and communication technology (ict) utilization and jb performance of academic staff of higher institution of learning in nigeria.education project topics. Education project topics
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) UTILIZATION AND JB PERFORMANCE OF ACADEMIC STAFF OF HIGHER INSTITUTION OF LEARNING IN NIGERIA.Education Project Topics. Education Project Topics
The study investigated Information and Communication Technology (ICT) facilities utilization for quality instruction service delivery among universities lecturers in Nigeria with focus on Akwa Ibom and Cross River States. A total of 400 lecturers were selected for the study using stratified random sampling technique. Four hypotheses were postulated to give direction to the study. Data collection was carried out with the instrument called ICT Utilization for Instructional Service Delivery Questionnaire (I.U.I.S.D.Q.). Population t-test and independent t-test statistical analyses were used to test the hypotheses.Academic Staff Results obtained revealed that availability of ICT facilities for quality instructional service delivery in Universities in Akwa Ibom and Cross River States, Nigeria is significantly low except internet-connected desktop computers and institutional cybercaf�s; lecturers’ utilization of ICT facilities is significantly low; lecturers from federal universities in the two states utilize ICT facilities more than their state universities counterparts. Lecturers from universities in Akwa Ibom State differed significantly with their Cross River State counterparts in their utilization of some of the ICT facilities. Thus, recommendations were made to enhance the provision and utilization of ICT facilities in Nigerian universities.Academic Staff
Information and communication technology has become the rave of the moment in global socio-economic affairs. It has become so important that every country, organization or institution no matter how highly or lowly placed want to identify and embrace it. The world presently is knowledge-driven and information age has taken the centre stage in virtually everything. Utilization of ICT facilities is therefore a sine qua non for qualitative instructional service delivery in universities.Academic Staff
Milken Exchange on Education Technology (1999) defines ICT as computer-based tools used by people to work with the information and communication processing needs of an organization. It encompasses the computer hardware and software, the network and several other devices (video, audio, photography camera, etc) that convert information (text), images, sound, motion and so on into common digital form.Academic Staff ICT has a wider spectrum of applications with enormous relevance to universities’ teaching and learning activities. ICT utilization is, the presentation and distribution of instructional content through web environment (e-teaching) or systems offering an integrated range of tools (stand-alone computer instruction, CD ROM amongst others) to support learning and communication (Yusuf, 2005). Instructional service delivery has to do with teaching/learning activities that take place in the classrooms. Therefore, quality of instructional service delivery entails the extent of effectiveness to which lecturers carry their classroom teaching/learning process.Academic Staff
According to Okebukola (2006), quality is judgement which determines the extent of preparation and efficiency of teachers, adequacy and accessibility of materials and facilities needed for effective teaching and learning, and how the teachers can cope with the challenges ahead of their job. The principal contribution of a university to society turns out on the quality of knowledge it generates and impacts, the habits of critical thought and problem-solving it institutionalizes and inculcates in its graduates, and the values of openness and democratic governance it promotes and demonstrates. The easiest way to ascertain these contributions is the caliber and commitment of lecturers to continuous improvement in teaching, research and community interactions; the range and quality of the curriculum and pedagogy; the quality and extent of educational facilities; commitment to evaluation and review of the activities to seek continuous improvements (Sawyer, 2004; Liston, 1999).