Thesis Abstract

Abstract
Information and Communication Technologies (ICTs) have become integral tools in various educational sectors, including humanities education. This research aims to investigate the availability, accessibility, and utilization of ICTs in humanities education. The study will focus on how teachers and students in humanities disciplines engage with ICTs to enhance learning outcomes and academic experiences. By examining the current landscape of ICT usage in humanities education, the research seeks to identify challenges and opportunities for further integration of technology into the curriculum. Through a mixed-methods approach, data will be collected from both teachers and students in humanities courses. Surveys and interviews will be conducted to gather insights into the availability of ICT resources, the level of accessibility to technology, and the extent to which ICTs are being used in teaching and learning activities. Additionally, classroom observations will provide valuable information on how ICTs are integrated into the instructional process and the impact they have on student engagement and performance. The findings of this study will contribute to the existing body of literature on ICTs in education by offering a specific focus on humanities disciplines. By understanding the current practices and challenges related to ICT usage in humanities education, educators and policymakers can make informed decisions on how to effectively leverage technology to improve teaching and learning in these subject areas. The research will also provide recommendations for enhancing the availability and accessibility of ICT resources in humanities education, as well as strategies for promoting effective use of technology in the classroom. Overall, this research aims to shed light on the role of ICTs in humanities education and how they can be harnessed to support student learning and academic success. By exploring the availability, accessibility, and utilization of ICTs in humanities disciplines, this study seeks to inform educators, administrators, and policymakers on best practices for integrating technology into the curriculum. Ultimately, the goal is to enhance the quality of humanities education through the effective use of information and communication technologies.

Thesis Overview

1.0 INTRODUCTION

1.1 BACKGROUND TO THE STUDY

From education, industry, economy, polities to entertainment (Ayeni, 2000).In many countries today, the use of ICTs has become so important, that it is now the most significant indices in national and economic development, hence, Nigeria’s quest for economic growth can not be achieved without a significant contribution of information and communication technology in teaching and learning at all levels and aspects of her educational system. (Adamu, 2001).

According to Ajayi (2003) ICT is any product that will store, retrieve information electronically in a digital form for example personal computers, digital television, e-mail, robots, desktops etc.
Ali, (2004) in his view opined that information and communication technology is the physical structure of network of computers base systems (hardware, software and media) for purposes of organizing, processing, communicating, accessing, presenting, storing, retrieving and simplifying information when needed and in the form it is needed.

Ogiegbuan and Iyamu (2005) in described ICT as the use of digital technology that already exist to help individuals, business and Organizations use information.

Information and Communication Technologies (ICTs) has come to be an indispensable part of the contemporary world. In fact, culture and society has been adjusted to meet the challenges of the knowledge age. The pervasiveness of ICTs has brought about rapid technological, social, political and economic transformation. Thus a network if “information society” is organized around ICTs of which educational sector is not left out. (Amakin, 2006: Jagboro, 2005).

One of the aims of higher education is the acquisition, development and inculcation of the proper value orientation for the survival of the individual and society (NPE, 2004).

In higher education institution, the demand of the students involves coming to terms with the content and operations of their discipline area as well as learning how to operate within the culture of the institution and sub-culture of their particular faculty. This can be pursued with the involvement of ICTs in teaching and research (NFE, 2004).

It is widely acknowledge that ICT can be use to improve the quality of teaching and learning in any tertiary institution. The prevalence and rapid development of Information and Communication Technologies (ICTs) has transformed the human society from the information technology age to the knowledge age (Galbreath, 200).

It is in this perspectives, that Onasanya (2004) affirmed that ICTs are becoming natural part of man’s daily life; thus their use in education by staff (academic and non-academic) and students is becoming a necessity. Certainly, the present and future academic global community will utilize ICTs to a high degree. This has made it imperative that lectures not only need to use ICTs, but they need to become comfortable with using ICTs. This is to ensure that they participate fully in the life of the contemporary university and to accomplish their everyday task.

Information and communication technologies (ICTs) as defined by Milken Exchange on Education Technology, (1999) is 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.

In conclusion, the effectiveness and efficiency in teaching and learning in the humanities education can be ensured by ICTs potentials.

In Nigeria, the evidence for the growing importance of ICTs in modern university education is the increasing rate in acquisition of computers and other information technologies for use by staff and students.

Although much has been written and said about the value of ICTs in teaching, learning and research, studies have shown that successful integration of technology into the university system depends not only on access and availability but also on the extent to which staffs and student embrace these technologies (Horgan, 1998).

Information and Communication Technology (ICT) have permeated into every sphere of human development, of which education stands to be the greatest benefit of this development. It is in the above regard that this project decided to consider the necessity of this phenomenon in humanities education.

1.2 STATEMENT OF THE PROBLEM

In this modern world, ICTs has been a phenomenon in the educational system. But it is generally true that for some people ICTs might not be readily available accessible and might not be used or under-utilized, and that its use might not be adequately appreciated. This study is out to investigate the availability, accessibility and use of ICTs in humanities education.

1.3 Purpose of Study

The general purpose of this study is to investigate Availability, Accessibility And Use Of Information And Communication Technologies (Icts) In Humanities Education In Unilag.

The specific objectives are to:

(i) find out the ICT facilities that are available In Humanities Education, UNILAG

(ii) find out the ICT facilities that are used by Humanities Education staff.

(iii) investigate the Humanities Education for which staff use ICT facilities.

(iv) find out the level of ICT skills Humanities Education staff and students have in the use of ICT facilities.

(v) find out the benefits staff and students derive from using ICT facilities.

(vi) determine the factors limiting the effective use of ICT facilities by Humanities Education staff.

1.4 Research Questions

This study seeks to answer the following questions:

(i) What ICT facilities are available Humanities Education department, UNILAG

(ii) What are the ICT facilities used by the Humanities Education staff?

(iii) What type of ICT facilities do Humanities Education use in UNILAG?

(iv) What level of skills do Humanities Education staff have in the use of ICT facilities In Teaching Students?

(v) What benefits do Humanities Education staff derive from the use of these ICT facilities?

(vi) What are the factors limiting the use of ICT facilities in Humanities Education Department?

1.5 SIGNIFICANCE OF THE STUDY

This study would be important to the following categories of people:
· Students
· Lectures
· Educational professionals
This is because it would identify policy options and strategies that would make ICTs more relevant and beneficial in humanities education.

The study will also sanitize the government on the importance of allocating more funds on the importance of allocating more funds to the educational sector especially in the provision of ICT equipment in higher education.

It will also awaken lectures and students on the need for adequate embrace of ICTs through continuous training on the use of Information and Communication Technologies (ICTs).

1.6 SCOPE OF THE STUDY

The study will focus on humanities education in the university of Lagos in respect of accessibility, availability and use of ICTs.