Integrating Information

Communication and Technology
into Classroom in Higher
A Framework for Sustainable Academic Planning
Dr Titus Kehinde Olaniyi PhD, FHEA, MAIAA, MBCS, CITP
Prof Emmanuel Ojo Ademola B.Sc.(Hons), DMin, PhD, PGCE,

Afe Babalola University Ado-Ekiti (ABUAD)
Tel:   +234 (0) 806 939 34 84

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

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) .

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

– Regrettably. significant numbers of academia are still hesitant or reluctant to adopt ICT in their teaching tasks.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. © Titus Olaniyi and Emmanuel Ademola (2013) .

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) .

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. multimedia will static figures. 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. Teams of teachers embedded ICT in everyday class It is important for room practices as a mechanism for enhancing young people to be learning. teachers. improve students’ performance. girls. and school IS instruction. and e-plus software. © Titus Olaniyi and Emmanuel able to work with both digital and nonAdemola (2013) . perceived moderate barriers in application of ICT. technology absorption capacity etc mediates the adoption of ICTs. 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. power point. Investigates the perceived barriers to adopting ICT in Faculty members Omani Higher Education institution. General Remarks Perceived efficiency gains. Betterment factors would enable decision makers to effect the required changes. 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. Studied the performance of university students who Application of ICT learned science texts using ICT including animation.

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

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

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.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 .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. difficult or critical text.stated in unit guides.Ingredients of Quality Teaching and Learning  Clear Objectives . . lecture summaries etc (to avoid being forgotten)  Clear Overhead Acetates or Lecture Slides  Paced Delivery .

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

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

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

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

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