KNOWLEDGE AND AVAILABILITY OF CHEMISTRY E-LEARNING FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF CHEMISTRY IN TERTIARY INSTITUTION

CHAPTER ONE/INTRODUCTION

E-learning (EL) basically involves use and application of information and communication technologies (ICT) at web sites, personal computers (PCs), tablet PCs, cell phones, learning management system (LMS), televisions (TVs), radios and other means to improve teaching and learning processes. E-learning is really a unifying phrase accustomed to explain the areas associated with the internet, web-based instruction and technologies directions (Oye, Salleh and Iahad, 2010). In that respect, e-learning is substantially becoming a learning strategy in the realms of teaching, practical learning, skills training and development and many corporate functions as evidenced by massive development of web technologies.

The use of E-learning (EL) in education and training has been a priority in most European countries during the last decade, but progress has been uneven (Pelgrum, 2004). In most developed countries such as UK, schools have embedded the use of ICT in teaching and learning  into the curriculum and demonstrate high  level  of effective  and  appropriate use to support teaching and learning Organization for Economic Cooperation and Development, (OECD, 2004)

Furthermore, (UNESCO, 2005) reiterates that those countries have integrated E-learning (EL) into their education system because of its profound implications such as enabling teachers and students to construct rich multi-sensory, interactive environments with almost unlimited teaching and  learning  potential.  According to (Unwin, 2004), computers and internet can be used to increase teachers’ basic skills  and subject mastery,  to provide  resources that can later  be used in classroom, and to help teachers build familiarity with specific instructional approaches. (Privateer, 1999) also notes that E-learning (EL) is supposed to add value to education and to support more effective pedagogy to provide knowledge for learners and by enhancing communication that promotes learning. In addition, as E-learning (EL) becomes more pervasive, computer based equipment is integrated into every aspect of schools operation, having thus an influence on the student’s performance. A number of researchers including  (Iding et al, 2000) among others assert that the use of ICT in teaching and learning can help learners become more knowledgeable.  In addition to efforts  to employ ICT to improve learning, the emergence of knowledge economy has also brought a much greater emphasis on education (Wong, 2003).

The federal government of Nigeria has called for advancement to socioeconomic development in various ways. One of which is the introduction of information, communication and technology (ICT) at all levels of education. In order to actualize this, a lot of curriculum reforms were put in place. According to Obioma (2006) there is plan to digitalize the science, technology and mathematics (STM) Curricula which implies the following:

• Automating digital templates for teaching and learning or where expertise is not locally available. Domesticating existing digital templates from elsewhere to ensure that they are compliant with extant.
• Establish relevant digital infrastructure to drive the application of the automated curricula (Obioma 2006).

ICT resources such as internet, video conference, digital camera are useful for exchange and sharing of information through electronic media. The internet is an inter national net work of computers which enable individuals to have access to publication and transfer.

Chemistry as one of the STM subjects is a physical science which is found to be abstract in nature. The need for the implication of chemistry content through the use of ICT need not be overemphasized.

With the above intention, chemistry is one of the STM subjects is a physical science which is found to be abstract in nature and need to be simplified through the use of ICT need not be over emphasized. The Objective of the new chemistry curriculum as stated by Nigeria Educational Research Development Council (NERDC 2007: iv) in Achimugu (2013) include among others:-

• Develop interest in the subject chemistry
• Acquire basic theoretical and practical knowledge and skills.
• Develop reasonable level of competence in ICT application that will engender entrepreneurial skills.
• Apply skills to meet society needs due to unemployment and wealth creation.

Considering the above objectives competences and application of ICT is apt in secondary school education. ICT has been viewed in many ways by several authors. Nzewi (2009) in Ezenduka and Achufusi  (2013) describe ICT as a term used to describe technologies which receive, records, process, transmit and retrieve information. ICT occurs in several devices capable of converting images, sound and motion into digital forms. The role of ICT in teaching and learning is inevitable in this age of science and technology development. In developing countries like Nigeria, the use of ICT such as computers, internet, interactive video disk instruction, computer assisted instruction (CAI) computer based instruction (CBI), computer based learning (CBL), e-learning and so on for curriculum delivery have been Found to be effective in science, technology, engineering and mathematics (STEM) curriculum delivery (Okoli & Osuafor 2008).

Computer is useful in enhancing STM education using a variety of programmes internet is a platform where network of networks linking computers to computers and contains all sort of information including variety of education resources which is useful to both teachers and learners Education Trust fund (ETF, 2006) Oloruntegbe and Odutuyi (2003) opined that the use of additional media serve as supplement or/and complement the actual classroom and laboratory chemistry activities and information for books. The overall benefit is that the learning of chemical concepts will be enhanced, retention and transfer of knowledge could be assured.