Thesis Abstract

Abstract
Information and Communication Technology (ICT) has become an integral part of modern education, including vocational subjects in polytechnic institutions. This research explores the use of ICT in the teaching of vocational subjects in polytechnics, focusing on its benefits and challenges. The study investigates how ICT tools such as computers, internet resources, multimedia, and software applications are being utilized by instructors to enhance the learning experience for students in vocational programs. The research examines the positive impact of ICT in polytechnic education by improving student engagement, facilitating interactive learning, and providing access to up-to-date information and resources. Furthermore, the study explores how ICT can help bridge the gap between theoretical knowledge and practical skills in vocational subjects, leading to better student outcomes and employability. However, the research also highlights some challenges associated with the use of ICT in teaching vocational subjects in polytechnics. These challenges include limited access to ICT infrastructure, inadequate training for instructors, technical issues, and the need for continuous updating of technology to meet evolving educational needs. Addressing these challenges is crucial to fully harness the potential of ICT in vocational education and ensure its effective integration into the curriculum. Overall, the research emphasizes the importance of integrating ICT effectively into the teaching of vocational subjects in polytechnics to prepare students for the demands of the modern workforce. By leveraging ICT tools and resources, instructors can create interactive and engaging learning environments that promote skill development, critical thinking, and problem-solving abilities among students. Moreover, the research underscores the need for ongoing support and training for instructors to enhance their ICT skills and pedagogical practices. In conclusion, the findings of this research suggest that the use of ICT in teaching vocational subjects in polytechnics has the potential to transform the learning experience and improve student outcomes. By addressing the challenges and maximizing the benefits of ICT integration, polytechnic institutions can equip students with the necessary skills and knowledge to succeed in their chosen fields. This research contributes to the growing body of literature on the role of ICT in vocational education and provides insights for educators, policymakers, and stakeholders seeking to enhance the quality of vocational training programs.

Thesis Overview

INTRODUCTION

1.1 Background to the study

It is a fact to state that, an effective human resources development is a function of the application of methods of teaching, alternative channels of communication, educational resources and expertise of utilizing these resources by the instructors or the lecturer. It is on the above premise that this project is situated. To generate a desirable change in the learner, good teaching must take place and to bring about good teaching, teacher should be able to convey their message in the simplest, most convincing and practical way to the learner through the use of resources available to the education industry. These resources are properly utilized, underutilized or over utilized. These trends portend confusion for the educational system. If actually the education industry is the pivot for achieving genuine national development and the instrument par excellence for achieving same, then the available educational resources should be properly utilized to bring about better educational goals. This may point to the fact that resources in the education industry are not properly used (Ebong 2006: Maduagwu 2004; and Maduagwu and Nworgu, 2006).

Information and Communication Technology is the use of computers and telecommunications to create manipulate and distribute enlightenment and entertainment. Information and Communication Technology has penetrated to the core of our professional lives.

The term Information and Communication Technology (ICT) refers to technologies that provide access to information through telecommunications. Although similar to Information Technology but focuses primarily on communication Technologies which includes internet, wireless mediums. For example people can communicate in real time with others in different countries using technologies such as instant messaging, voice over IP (VOIP), video-conferencing, social networking websites like facebook allows users from all over the world remain in contact and communicate on a regular basis.

Information and Communication Technology according to Adegboye and Oludele (2009) was defined as an umbrella term that includes at technologies usable for the manipulation and communication of information. However, in the common usages it is often assumed that Information and Communication Technology (ICT) is synonymous with Information Technology (IT).

According to Information Technology Association of America (ITAA), information technology is seen as the study, design, development, implementation, support or management of computer –based information. Systems particularly software application and computer hardware it deals with the use of electronic computers and computer software to convert, store, protect, process, transmit and securely retrieve information it can also be describes as a general term that describes any technology that helps to producing manipulate, store, communicate, and disseminate information.

The United Nations Educational Scientific and Cultural Organization (UNESCO) and the International Labour Organization (ILO) recommendations of 2002 on technical and vocational education and training for twenty-first Century, define the “technical and vocational education” as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life. Technical and Vocational Education (TVE) is concerned with the preparation of learners for employment, through the provision of knowledge, skills and attitudes desirable in the world of work. Technical and vocational education is further understood to be:

– an integral part of general education;

– a means of preparing for occupational fields and for effective participation in the world of work;

– an aspect of lifelong learning and a preparation for responsible citizenship;

– an instrument for promoting environmentally sound sustainable development;

– a method of facilitating poverty alleviation (UNESCO and ILO, 2002).

Technical and vocational education can be formal, informal, continuing or life-long learning, in-service training with various ranges of providers: public, semi-public and private institutions. Technical and vocational education has an orientation towards the world of work and the emphasis of the curriculum on the acquisition of employable skills. Its delivery systems are therefore well placed to train the skilled and entrepreneurial workforce that nation needs to create wealth and emerge out of poverty. Due to the dynamic levels of its training delivery, it can respond to the different training needs of learners from different socio-economic and academic backgrounds, and prepare them for gainful employment and sustainable livelihoods. The needs for Technical and vocational education around the world are enormous because of the changes occurring in the world of work, which have implications on the structure of appropriate courses in Technical and vocational education. It is therefore essential for every government be it local, state, or federal to be deeply aware of the importance of human resources development (HRD) and makes great efforts to develop technical and vocational education. For education to reap the full benefits of ICTs in learning, and effectively accomplish the aforementioned goals of technical and vocational education, nation’s educational system needs to develop strategies and plans to enhance the teaching-learning process through the use of new tools for learning.

1.2 Statement of the Problem

There are a number of questions about the ICT acceptance and usage among teachers and students from special education which emerge problem in special education program and effect the enrollment of the students. The utilize of the ICT in school will develop highly confident upon effort Special Education School to society expectation in educating special students. Therefore, a study in Technical and Vocational Special Education School should be conducted for the purpose of surveying ICT and usage in the teaching and learning process among teachers and students. The focus of the study is to identify the level of ICT acceptance and usage in teaching process among the special education program teachers and the level of ICT acceptance and usage in learning process among the special education program students.

1.3 Purpose of the Study

The purpose of this study is to examine the use of information and communication technology in teaching of vocational subjects in Bori Polytechnic. The objectives of the study are as follows

(i) To examine the impact of Information Communication Technology in teaching of vocational subjects.

(ii) To examine how information communication equipment contributes to the teaching of vocational subject.

(iii) To examine the challenges of using Information Communication Technology in teaching of vocational subject.

1.4 Research Questions

The research questions of the study are:

(i) How does the impact Information Communication Technology enhances of vocational subject?

(ii) How does Information Communication Technology equipments influence teaching of vocational subjects?

(iii) What are the challenges of using Information Communication Technology in teaching of vocational subjects?

1.5 Hypothesis

1. There is no significant difference between Information Communication Technology and teaching of vocational subject.

2. There is no significant difference between the use of projector and teaching of vocational subject

1.6 Significance of the Study

This study will offer useful ideas to existing knowledge on the subject matters. It would be of help to the students as well as Teachers in their daily pursuance of the duties particularly those presenting seminar workshop and symposium papers.

It will reveal the influence it has in the developing of information and communication technology centers the ways and how they are been managed. This study will be useful to both private and public sectors on how to improve on the information and communication technology in the day to day usage in the enhancement of the teaching of Vocational Subjects in Bori Polytechnic.

1.7 Scope of the Study

The researcher is expected to cover polytechnic in Rivers State and it metropolis but for time and other factors into consideration. This study has been significantly limited in scope to Bori Polytechnic.

1.8 Operational Definition of Terms

E-learning: Is an educational resource that helps in effective teaching and learning process created through combining e-digital content with local community and tutor support along with global community engagement.

Communication: This is the process of transmitting information, ideas and attitudes from one person to another.

Information and Communication Technology (ICT): It means a general term that describes any technology that help produce, manipulate and communicate information.

Email: It means electronic mail, which is transmission of message between computers via a network.

Internet: It can be defined as interconnection of computer network that enabled the computers and their program to communicate directly.

Computer: Electronic device that work under the control of the stored program, automatically accepting and processing data to produce information which is the result of the processing.

Academic Achievement: – Mode of achieving the best in academic environment.

Effects: – This is the impact or result of one thing on the other