UTILIZATION OF COMPUTER FOR INSTRUCTION IN ELECTRONICS TECHNOLOGY

UTILIZATION OF COMPUTER FOR INSTRUCTION IN ELECTRONICS TECHNOLOGY IN ADEKUNLE AJASIN UNIVERSITY AKUNGBA AKOKO ONDO STATE

CHAPTER ONE

INTRODUCTION

Background of the Study

Information and communications technology has become highly important in everyday affair among policy makers, economists, academics, general public and private organizations. Seminars, conferences and workshops are being organized every year across the world on the relevance of Information and Communication Technology (ICT) which emphasizes its importance for the society as well as individual development. Curtin (2002) opined that information and communication technology is a set of tools and application that are facilitated by electronic means to capture, store, process, transmit and display information. According to Ogechukwu and Osuagwu (2010), information and communication technology is the processing and maintenance of information and the use of all forms of computer communication network and mobile technologies to mediate information. Information and communication technology is an umbrella term that includes any communication devices or application, encompassing; radio, television, cellular, phones, computer and other network hardware and software, satellite system and among others, as well as the various services and application associated with them, such as video conferencing and distance learning.

Information and communication technology is utilized in various context such as education, health care, agriculture, library among others. One of the ways by which ICT is utilized in education is through computer assisted instruction. Computer assisted instruction is the utilization of computer for instructional planning, delivery and evaluation (Aginam, 2006). The usefulness of ICT depends on the locality, culture and the particular ICT that is available and how it is configured and managed.

The use of computer for instruction is self-learning technique, usually offline or online, involving interaction of the student with programmed instructional materials. Wikimedia (2008) expressed that computer for instruction is an interactive instructional technique whereby a computer is used to present the instructional materials and monitor the learning that takes place. Computer assisted instruction uses a combination of text, graphics, sound and video in enhancing the learning process. It uses tutorials, drill and practice, simulations, and problem solving approaches to present topics and to test students understanding. The advantage of computer assisted instruction to both teachers and students include its flexibility in the use of multiple choice question as well as the provision of immediate feedback, summary of students’ performance, exercise for practice and worksheet and text (Ajayi, 2005).

Computer assisted instruction as viewed by Ayo (2001) is the use of computer system and telecommunication equipment in information processing during classroom instruction. In the education context, it refers to various resources and tools (software) presented through computer. Some examples of ICT tools, according to Akuegwu (2011) include desktop, laptops, video machines, multimedia projectors or power point, digital cameras, internet facilities, computer networks, telephone, e-library, television programmers’ and data base among others. Today, ICT in education encompasses a great range of rapidly evolving technologies such as desktop, notebook, and local area networking, the internet, and the world wide web, CD-Roms and DVD, and applications such as word processors, spreadsheets, tutorial, simulations, electronic email, videoconferencing and virtual reality (UNESCO, 1999).

Research has indicated that the use of computers can support new instructional approaches and make hard-to-implement instructional methods such as simulation or cooperative learning more feasible (Roblyer, Edwards and Havriluk, 2004). Moreover, educators commonly agree that the use of computer has the potential to improve student learning outcomes and effectiveness if it is used properly (Wang, 2001). The use of computer, the internet and related technologies, given adequate teacher training and support, can indeed facilitate the transformation of the learning environment into a learner-centered one. The primary factor that influences the effectiveness of learning is not the availability of technology but pedagogical design for effective use of computer (Mandell, Sorge, Russel, 2002).

Nigeria, as a nation has recognized the pivotal roles of ICTs in the revitalization and the development of the country’s education system. This recognition brought about the development of specific ICT related policies so that the country’s education system could harness the potentials of ICT for instruction in Nigerian schools. The first holistic attempt at introducing ICT in all facets of the country’s life was the approval by the Federal Government of Nigeria of National Policy on ICT in 2001. The Nigerian National Policy for Information Technology (2001) recognized the need for ICT utilization in education. The three major objectives of using ICT in educational delivery among others include to empower the youths with ICT skills to prepare them for competitiveness in a global environment, integrate ICT into the mainstream of education and training, and the establishment of multifacet ICT institutions as centers of excellence. The document specifically emphasized the restructuring of the education system at all levels to respond effectively to the challenges and imagined impact of the information age, and in particular, the allocation of a special development fund for education at all levels of education system (Yusuf and Yusuf, 2009). In recognition of the significance of ICT in education system, several governmental and non-governmental organizations, banks and individuals have funded the implementation of ICT in Nigeria educational institutions at all levels. Some of these organizations include the Nigerian Communications Commission (NCC) and the Education Trust Funds (ETF) which operate in universities, polytechnics and colleges of education (Ogechukwu and Osuagwu 2010). Therefore, effective utilization of computer should focus on pedagogy by justifying how the technology is used in instructional process.

Instruction methods are set of techniques and procedures used by the teacher for instructional delivery to change students’ behavior. Instruction involves the active participation of the learner in the learning processes which involves manipulating of objects, performing of experiments, asking for clarification of facts, raising of arguments and giving suggestions. Airasan (2010) explained that the instructional process involves planning, delivery and assessment. The planning of instruction involves identifying the specifications or expected learning outcomes, selecting materials to foster these expectations and organizing learning experiences into a coherent, reinforcing sequence. Allington and Johnson (2000) indicated that instructional planning is a process of the teacher using appropriate curricular, instructional strategies and resources to address the diverse needs of the students. ICT can assist in the organization and the structure of the course and course materials thereby promoting rethinking and revision of curricular and instructional strategies. Grimu (2002) stated that information communication technology has the potential for enhancing the tools and environment for learning as it allows instruction to be delivered in multiple media, motivates inquiry and exploration, and provides access to world wide information resources among others.

Instructional delivery according to Barnstein (2006) is a process of logically presenting instruction in line with the subject theme to the students. The author noted further that instructional delivery methods are designed to be as interactive as possible, emphasizing small group work using relevant and practical case studies. An important part of any teaching experience is the quality of the relationship between learners and teachers. When appropriate instructional delivery system is adopted for imparting relevant skills, knowledge and attitudes to the learners, efforts must be made by the teachers to adopt the use of the most relevant instructional delivery system (UNESCO, 1999).

Furthermore, the application of computers in education enhances the instructional delivery and access to knowledge and also improves learning and academic achievements. The use of computers encourages critical thinking and offers unlimited means of achieving educational goals. Yusuf (2005) concluded that ICT tools transform instructional delivery (teaching) and helps the teacher to be more efficient and effective, thereby increasing their interest in teaching. Computer as an ICT has impacted on the quality and quantity of teaching and learning through its dynamic, interactive and engaging processes as it provides accurate and satisfactory evaluation of students.

Evaluation is the process engaged in by teacher to determine the extent of students’ achievement. Lewy (1973) defined evaluation as a process that sets out to judge the merits and deficiencies of a particular educational program produced and administered within a particular context. Evaluation is known to serve a critical role in the curriculum, teaching and learning. It is important because it is the most reliable tool for continuous improvement in training system quality. It is also an integral part of each activity of the instructional development process including e-learning in its various forms. Becta (2003) stated that ICT gives rapid and accurate feedback to both students and teachers, and this contribute towards motivation. It also allows teachers to focus on strategies and interpretations of answers rather than spending more time on tedious computational calculations. Apart from the significance of computer and other ICT facilities in instructional delivery, the roles played by ICT in national development cannot be underestimated. The utilization of ICT tools as regards to this study is referred to utilization of computer for instructional planning, presentation and evaluation of teaching and learning outcome in electronic technology.

Electronic technology according to Collegeboard (2008) is the application of scientific knowledge in the design, selection of materials, construction, operation and maintenance of electronic equipment. According to Onifade (2005) electronic technology is designed to produce electronics personnel for power generation, transmission, distribution and utilization. The knowledge, attitude and repairing skills in electronic technology are always taught to students by the lecturers in Colleges of education with the aid of relevant instructional materials such as textbooks, tools, equipment and machines. The teaching and learning of electronic technology can be made effective through the application of computer as ICT tool.

Agyeman (2007) stated that acquisition of basic ICTs skills and capabilities have been made mandatory as part of the national minimum standard for teacher education at the Nigeria Certificate of Education level. This is as a result of government efforts to empower the teachers with ICT skills and to prepare them for global competitiveness; to integrate ICT, skills into the mainstream of education and training and most significantly the need for teachers to be versatile in the use of ICT in the contemporary knowledge. The educational reforms act of 2007, Federal Ministry of Education (FME, 2007) clearly highlighted the need to improve the quality of instruction in Nigeria schools to provide enriched learning environment; to provide more access to education, and provide the students with knowledge and skills necessary for the 21^st century work place, among others, as the motivating factor for educational reforms. It must be emphasized that information and communication technologies will assist in ensuring the achievement of these goals of the educational reforms.

Adebayo (2011) maintained that although these ICT tools are available, lecturers in Kwara State Colleges of Education still make use of conventional resources in their instructional planning, content presentation is through chalk and blackboard and administering of question papers. The marking, grading and submission of examination results are still done in the old form instead of taking the advantages offered by modern technology. As a result of this, the completion of course work is difficult, presentation of content appears boring to the students and also lead to lateness in the submission of student continuous assessment, examination result and final result. On the part of government, this leads to waste of financial resources and unachieved educational objectives. It is in this light that teachers who are still the key to learning should develop and utilize the necessary pedagogical competencies for instructional delivery through ICT resources. Jones (2003) opined that effective learning is dependent on the will and competencies of the teacher. This implies that teachers irrespective of their status (senior and junior) must endeavour to use ICT at all levels of education including college of education because it is expected to produce students who can manipulate ICT resources effectively and impact knowledge with the proper application of ICT tools in the class. The utilization of ICT tools with reference to computer for instruction in electronics technology to year two students in Kwara state Colleges of Education is relatively low. This has resulted into weak interest of the students in learning electronic technology as a course. In addition, the teachers a times become bored when instructions are still delivered with chalk, maker and boards

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Sep 17

MANAGEMENT OF POULTRY FARMS THROUGH THE USE OF ELECTRONIC FACILITIES FOR ENHANCED FOOD SECURITY IN NIGERIA

MANAGEMENT OF POULTRY FARMS THROUGH THE USE OF ELECTRONIC FACILITIES FOR ENHANCED FOOD SECURITY

Abstract

The study was on the management of poultry farms through the use of electronic facilities for enhanced food security in Enugu State, Nigeria. Specifically, the study sought to determine the utilization, benefits, and obstacles limiting the application of electronic facilities in the management of poultry farms. This study adopted a survey research design. The study was carried out in Enugu state, Nigeria. Population of the study was 466 representing 413 poultry farmers, and 53 extension agents in Enugu state. Data were collected using checklist and questionnaire developed by the researchers. The instruments were face validated by three experts. Cronbach alpha statistical method was used to determine the internal consistency of the questionnaire which yielded a reliability coefficient of 0.74. Administration and collection of the instruments were done by the researchers with the help of 15 research assistants. Out of the 466 instruments administered, 423 representing 370 poultry farmers and 53 extension agents were retrieved. This represents a return rate of 91%. Data collected were analyzed using frequency and percentage to determine the extent of utilization of electronic facilities in poultry farms. Similarly, mean was used to analyze the data collected on the benefits and obstacles limiting the use of electronic facilities in farms. The study found among others that majority of the poultry farmers do not utilize electronic facilities in the management of their poultry farms. It was equally found that automation of poultry farms increases production of meat and eggs, but was also faced by so many challenges

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Jun 07

The Impact of Smart Board Technology In The Academic Performance Of Secondary School Students In Computer Studies

CHAPTER ONE/INTRODUCTION

Background to the Study

Much attention has been provided to the use of ICT in educational institutions, including schools and universities. Many studies were conducted about such use. Many studies- e.g. Hussain et al. (2017)- suggest that the use of ICT can significantly improve students’ learning outcomes, such as achievement and retention.

Many educators recently make use of smart board. Smart board is a touch sensitive screen that works in conjunction with a computer and a projector. The board is a special type of interactive tourch sensitive screen that can be used to collaborate and communicate with students in the classroom; or colleagues over the internet where there is electricity, an outlet to plug a computer and a projector. A Smart board can be used to enhance the quality of instruction delivery and increase clarity and degree of detail of a lesson.

A Smart board technology introduced in (2009) had dual touch interactive smart board. The dual touch smart board accepts two simultaneous touches, on two separate sides of the surface. Smart Board is different from tablet computing \which commonly displays images. The Smart Board operates as part of a system that makes use of an interactive whiteboard, a computer, projector and interactive software commonly called Smart notebook or collaborative software. The components are connected wirelessly, via USB or special cables. A projector connected to the computer displays images on the Smart board.

Computer technology dramatically changed every aspect of the society including education, marketing among others. The change presupposes the need for examinations on how best to utilize smart board in education to enhance proper understanding by the learners.

As computer technology has continued to evolve, its tools or devices have become increasingly complex. Michael Dertouzos (1997) refers to the importance of computer interfaces with other devices and to the development of “Smart tools” which would be components in intelligent rooms, where computer will be embedded in all aspect of one’s environment. Seymour (1995) describing the role of smart board in education coined the term “mathematics” to indicate the manner in which students learn as opposed to the manner in which educators teach. The author further stressed the importance of the board as helping students in Piaget, and Vygotsky (1993) stated that allowing students control their learning process affords them the opportunity to collaborate with one another which subsequently encourages them to interact with computers and other smart devices educators can use Smart Board in the classroom in the context of new ideals and views in the learning process.

Solvie (2001) investigated the correlation between the use of a Smart Board as a delivery tool for literacy instruction in a first grade classroom and students’ attention and participation in the literacy lessons. The study found out that Smart Board interactive board created enthusiasm for individualised learning among students. Sovie (2004) in a study on smart board and its effect in students learning reported that the Smart Board effectively engaged students in literacy learning. In addition, Cox et al (2003) also found out that Smart Board allows teachers to gain deeper understanding of their students’ needs while students are better able to learn through collaboration with each other. Kent (2003), indicated that teaching with interactive Smart Board is more fun, enjoying, exciting, and impacting on the speed and depth of learning.

Smart Board appeals to both intrinsically and extrinsically motivated students. According to a case study of the Jennings school District (2005) in St. Louis missiouri, Dr Terry stewart and his staff believed that students’ performance should not be defined by test scores alone but also by attendance levels, motivation and behaviour. The author further stated that putting Smart Board in the hands of properly trained staff improves classroom enjoyment and motivation, particularly on the part of extrinsically motivated learners. It also leads to less student truancy.

. Bell (1998) added that answers to opened questions indicated that students were more involved, attentive and motivated when lessons were taught using smart board rather than any other teaching methods. Blanton and Helms-Breazeale (2000) in their study indicated that if students are given the opportunity to view someone they like or respect; demonstrate behaviour they have acquired, then they stand a better chance of acquiring that behaviour. The Smart Board allows the students to watch peer leaders prompt and perform the appropriate behaviour which made the ownership of those behaviour much more enticing. This is because Students with short attention span can attend any situation as long as it is on the television screen.

In addition to making learning more enjoyable and interesting for students, Smart Board intrinsically motivated the students to volunteer to demonstrate knowledge on the Board in front of their peers as a means of showcasing individual achievement. Extrinsically motivated students are enticed by the “wow factor” of the Smart Board and are motivated as a result of the enjoyment they experience from using the board. With the use of Smart Board, teachers develop many creative ways to capture students’ attention and imagination. Bush et al. (2004), found that Smart Board made teaching more visual and learning more interactive which in turn, encourages greater participation of the students, thus improving their motivation and concentration.

According to Cunningham et al. (2003), it is the visual nature of the Smart Board that keeps students on task as everyone in the classroom becomes more attentive watching the acts. Smith (2000), reports that 78 percent of students observed were motivated by an interactive Smart Board and experience increased understanding of subject matter when it was shown visually on a Smart Board instead of simple explanation. Smart Board promotes class discussion and improve students’ explanation and presentation skills.

Salintri, Smith and Covis (2002), states that sustained motivation is key to improving learning outcomes. This is because the use of text and pictures, animations and videos promotes visual learning. Pugh (2001) also found out that the interactivity and visuals of interactive Smart Board are complementary when teaching students with specific learning difficulties or disabilities. Miller et al .( 2005) found out that interactive Smart Board provide a clear focus on the classroom supports students understanding by reducing behavioural problems from frustration that makes the learners unable to keep up with the lesson. Many courses currently present no more than electronic versions of traditional classes without face to face interaction between instructor and students. These electronic courses often contain web materials that lack significant level of creativity or interactivity. Cognitive research suggests that the addition of smart board can actually improve the learning process if certain methods are employed. By using auditory and visual methods of presenting information, students can process that information more quickly thereby fostering an enhanced learning process. Yet it is not clear whether such online learning environment enhance learning outcomes of students or even meets the level of success of traditional classroomDownload Full Material-N5000

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Jun 15

Design and implementation of a Lecturer-student interaction and file sharing application

Abstract

The manual way of communication in information sharing and files sharing has been creating some problems like missing test date and time, assignment submission date, also some students don’t know when lecture note is given and other very important information. The use of this automated system will make the above mentioned problems a thing of the past and will enhance the relationship and proper time management among lecturers and their fellow students. The main aim of the project is to develop an online application of which lecture materials and information are passed to students in a very easier and faster way. And also make lecturer and student interaction easier. It is observed that in the faculty of computer science in School of technology lecturer and student communication is very poor. The way information is being passed from the lecturers to the students is not efficient, because at the end of the day if something is pasted on the notice board, before some students could be aware of it, it might be removed intentionally or accidentally

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The Lecturer-student interaction and file sharing application is web based. It can be used to bridge the communication gap between students and lecturers and serve as a means to provide flexible access to important information and lecture materials for students. Especially now that most of the students are uses Smart phones, tablets and laptops which always enables them to have access to the internet. Information and news about their department or about their courses and their lecture note can reach them everywhere they are. The application will serve as a medium of communication between students and lecturers; they (lecturers) can post any information about their course that they would like to share with their students whenever he/she pleases.

1.2 Problem Statement

The class representative of each class has to collect lecture notes using flash drive at the end of every lecture from the lecturer, and the students will collect it from their respective class representative. However, with the use of flash drive these series of collection waste the class representative’s and students’ time, there may be spread of virus from students’ computers to lecturer’s computers and vise-versa; files may be corrupted due to virus. Information doesn’t always reach most students because information is passed through notice boards and students are not always in fun of checking notice boards regularly because students are often distracted by tight lecture schedules. Some students are afraid of asking questions in class, some students while reading may find something that contradict what they were told in class, as such, they can interact with the lecturer via the application to clear their confusion.

1.3 Aim and Objectives

The main aim of the project is to develop an online application of which lecture materials and information are passed to students in a very easier and faster way. And also make lecturer and student interaction easier.

Below are some of the objectives of the project:

To analyze the problems encountered by the existing manual system.
To design a system that will ease the means of interaction and sharing files between lecturers and students.
To implement a web based application that will bring an improvement upon the existing system and help students to interact, in order to get relevant response from their fellow tutors.
To test the functionality of the whole system.

1.4 Significance of the Study

The study facilitates faster files sharing between lecturers and students, it also helps to provide quick answers to students and support easy information dissemination.

1.5 Scope and Limitation

This project after completion will be limited to Faculty of computer science, school of technology, Kano state polytechnic. The system will be restricted to lecture materials uploading and downloading, notice posting and viewing, asking question and answering only. The system will not include assignment submission.

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UTILIZATION OF COMPUTER FOR INSTRUCTION IN ELECTRONICS TECHNOLOGY