Integrating Information

Communication and Technology
into Classroom in Higher
Education
A Framework for Sustainable Academic Planning
Dr Titus Kehinde Olaniyi PhD, FHEA, MAIAA, MBCS, CITP
READER IN ENGINEERING*
Prof Emmanuel Ojo Ademola B.Sc.(Hons), DMin, PhD, PGCE,
FIntSMM, OP, JP, FCPN, FIFL, CMgr FCMI.
PROFESSOR IN COMPUTER SCIENCE

Afe Babalola University Ado-Ekiti (ABUAD)
Tel:   +234 (0) 806 939 34 84
Email: tkolaniyi@abuad.edu.ng; tkolaniyi@yahoo.co.uk
*

© Titus Olaniyi and Emmanuel
Website:
http://www.abuad.edu.ng/
Ademola (2013)

Choosing a sustainable teaching and learning methods that enhance the quality of student experiential learning © Titus Olaniyi and Emmanuel Ademola (2013) .

 Evaluate a supportive learning environment.Learning Outcomes  Understand the importance of choosing a sustainable teaching and learning methods that effectively integrate ICT in a classroom environment .  Synthesise the aims of teaching and learning methods using ICT.  Describe the ingredients of quality © Titus Olaniyi and Emmanuel Ademola (2013) .

Effective Teaching and Learning Methods! Important ingredient in creating a course that interest learners (students) and keep them engaged. © Titus Olaniyi and Emmanuel Ademola (2013) .

ICT has dramatically reshaped the teaching and learning processes. learning.Global and Local Positioning of ICT • Globally. • ICT usage in Higher Education (HE) of Developing Economy (DE) is more critical today than ever before. – Sadly. © Titus Olaniyi and Emmanuel Ademola (2013) . curriculum and staff development etc. ICT advantages are often underutilised in the DE. • It has become a tools for teaching.

© Titus Olaniyi and Emmanuel Ademola (2013) .Poor Adoptions of ICT in DE Research suggested that ICT adoptions in HE of DE are often poorly implemented due to unfounded optimism and serious obstacles. – Regrettably. significant numbers of academia are still hesitant or reluctant to adopt ICT in their teaching tasks.

The Dilemma! There are no holistic solutions to the problems of ICT adoption as is often seen as a mere technical issue. © Titus Olaniyi and Emmanuel Ademola (2013) .

teachers. and school IS instruction. Describes an exploratory study of middle school Boys’ and girls’ information science in Greece and concluded that the beliefs are study does not support the notion that boys have differentially more positive ICT self-efficacy and value beliefs than affected by parents.Summary of Literatures Author(s) and Dates Ulmanisa and Denins (2012) Bidarian et al (2011) Vekiri (2010) Al-Senaidi et al (2009) Su (2008) Sutherland et al (2004) Research Focus Describe a managerial model for ICT adoption. and e-plus software. The authors proposed a decision model based on objective (economic) and managerial (firms level factors) components using a survey of 500 businesses in Latvia in 2008. General Remarks Perceived efficiency gains. Discusses the entrance of ICT into educational field as a valuable chance for performing some modifications and innovations that would result in efficiency increase of education systems. Betterment factors would enable decision makers to effect the required changes. girls. perceived moderate barriers in application of ICT. technology absorption capacity etc mediates the adoption of ICTs. Studied the performance of university students who Application of ICT learned science texts using ICT including animation. © Titus Olaniyi and Emmanuel able to work with both digital and nonAdemola (2013) . power point. multimedia will static figures. Teams of teachers embedded ICT in everyday class It is important for room practices as a mechanism for enhancing young people to be learning. Investigates the perceived barriers to adopting ICT in Faculty members Omani Higher Education institution. improve students’ performance.

Sustainable Conception of + Impacting Information + Teaching Methods R10 R1 Changing + Perception R2 R3 R4 + + Conception of TeachingMethods + Facilitating Understanding + + R5 + + Efficacy EFFiciency R6 R9 R8 R7 + + + Learning Support + © Titus Olaniyi and Emmanuel Ademola (2013) Transmitting + Attitude to Knowledge + + Transmitting Knowledge + .

Methods of Knowledge Worksheet/dir Worksheet/dir Dissemination ected private Lectures/demonst Lectures/demonst rations rations Develop Developskills skillsin in library libraryand and learning learning resources resources Open Open learning learning materials materials ected private study study Handouts Handouts Visits Visitsto to gallery galleryand and museums museums Knowledge Dissemination Outside Outside speakers speakers Work Work shadowing/placemen shadowing/placemen Internet/Intra ts Internet/Intra ts nets nets Giving /taking Giving © Titus Olaniyi/taking and Emmanuel notes Ademola (2013) notes Assignment Assignment requiring requiringup upto to date dateknowledge knowledge Up Upto todate datetext text books books Guided Guided reading/book reading/booklist list Video and audio Video and audio tapes tapes .

Lectures .  Time Limit for Undergraduate Courses .Fifty-minute lectures followed by in-class exercise remains a favourable and © Titus Olaniyi and Emmanuel Ademola (2013) .Teaching and Learning Methods (TLM)  Purpose – avenue for subjectmatter overview and stimulation of interest rather than dissemination of facts.

© Titus Olaniyi and Emmanuel Ademola (2013) .is the main source of acquiring some of the ‘personal transferable skills’.TLM  Purpose – avenue for clarity of objectives (learning outcomes) and reinforcement of the lecture themes in a less-structured environment. e. • Key Outcome . in presentation and group work.g.Tutorials and Seminars .

Flexibl paced e Hone Constructi Support st ive ve © Titus Olaniyi and Emmanuel Ademola (2013) Ready to Share & Network Appropria te layout Sufficient seating Temperat ure/Sound control ICT Book s Laborato ry Material s . why Reassuring Purposef ul Atmosph Atmosph ere ere Dysle xia Supportive Learning Environment Motivated to Study Fellow Fellow students students Physically Physically comfortab comfortab le le learning learning space Adequate space Adequate resources resources and how they learn! Assess Assess ment ment Lecturers Lecturers Teaching Teaching Patie Able/w Truste nt ell d prepar ed Enthusia stic Summativ Formati e ve Feedback Well. when.Supportive Learning Environment Calm Study skills Welfa re advic e Stimulatin g Availability of Availability of backup support backup support Counsell Careers ing Student input Student input into into curriculum curriculum What.

.the larger the class and/or the more difficult the material the slower the pace  Appropriate Handouts – for complex © Titus Olaniyi and Emmanuel Ademola (2013) diagrams. lecture summaries etc (to avoid being forgotten)  Clear Overhead Acetates or Lecture Slides  Paced Delivery .stated in unit guides. difficult or critical text.Ingredients of Quality Teaching and Learning  Clear Objectives .

State of Art! • There is urgent need to provide proactive institutional support. and time to faculty members. • Nigerian students must develop their ICT abilities in an integrative teaching and learning environment. technology awareness. and changing learners’ behaviour. technical training. motivation. © Titus Olaniyi and Emmanuel Ademola (2013) . • E-learning is becoming an effective mechanism of delivering educational materials. – Regrettably. many institutions in Nigeria have invested heavily in the use of ICT but its benefits are yet to be manifested.

Way Forward . © Titus Olaniyi and Emmanuel Ademola (2013) .1! Effective integration of ICT will depend on larger socio-cultural and technical environment.

© Titus Olaniyi and Emmanuel Ademola (2013) .Conclusions – Integrating ICT in Higher Education Classrooms  Various methodological approaches are essential and integral parts of modern teaching and learning.  Personal development. learning and development. supportive learning environment and resources adequacy (amongst others!) should be available for integrative teaching.

Thank you ! © Titus Olaniyi and Emmanuel Ademola (2013) .

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