ICT Competence and Attitude among Faculty members related Review of Literature from the period 2012-2021

The Information and Communication Technology (ICT) has become a common place in all areas of life. It is a necessary part of today\u27s world. It provides the opportunity to accelerate, enrich and expand your skills; motivates and engages learners in learning. In fact, culture and society must be adapted to the challenges of the age of knowledge. The spread of ICT has resulted in rapid technological, social, political and economic transformation, which has emerged in a network society organized around ICTs. The 21st Century is the age of ICT. Throughout the world, there is a tendency to use ICT in teaching learning processes. Educator and learner must gain access to technology to improve learning skills and academic development. The ICT in teaching learning process involves the use of computers, computer software and other devices for processing, transmitting and retrieving data and related services. In this paper it is emphasized on the previous studies conducted on ICT competence and Attitude of faculty members towards using ICT in teaching and learning activities in higher education institutions

ICT Literacy Skill and Electronic Resources Utilization Among Lecturers in the Faculty of Education, Oou, Nigeria

This study examined ICT literacy skills and electronic resources utilization among lecturers in the Faculty of Education, Olabisi Onabanjo University, Nigeria. The study adopted survey research design where 56 academic staff  been all academic staff in the Faculty of Education were purposively selected  to participate in the study.  In all, 49 were retrieved valid which accounted for 87.5% rate of returned. The  questionnaire termed” Information Literacy skill Scale” (ILSS) Electronic resources utilization scale” (ERUS) and reason for using electronic resources scale (RUES)  instrument were validated by five (5) expert in the Faculty of Education and three (3) other lecturers outside the faculty. The reliability of the instrument was determined by using Cronbach’s’ co-efficient alpha (α) values with the following α scores: ICT literacy skill = 0.81, electronic resources utilization = 0.87, Purpose of using electronic resources = 0.76. Data gathered were analyzed  using  descriptive statistics (simple percentage, mean & standard deviation)  and regression analysis . Findings from the study revealed a high level of ICT literacy skill  and a high level of electronic resources utilization. The top notable purposes of electronic resources utilization as indicated by the sampled audience were to update knowledge/research purposes, to share knowledge, for publication of journal/ articles, for writing of thesis /dissertation among many others. Besides, the findings also revealed a significant relative influence of ICT literacy skill on electronic resources utilization. It is hereby recommended that special notice board through the library should be created across faculties  in the university on lists of electronic resources and how to assess them. Not only that, the university management should made fund necessarily available either through TETFUND intervention or other means for subscription of more scholarly electronic information resources and databases  in order to build a strong collection of e-resources in the library for the usage among its clientele including the academic staffs. Keywords: ICT Literacy Skill, Electronic Resources Utilization, Lecturers, OOU, Nigeria. DOI: 10.7176/JIEA/11-1-04 Publication date: January 31st 202

ICT Skills Application in Teaching and Research by Lecturers in some Selected Universities in Nigeria

This research was carried out to investigate ICT skills application in teaching and research by lecturers in some selected universities in Nigeria. The cross-sectional survey research design was adopted. The targeted population were lecturers in the three universities in Benue State; namely, University of Agriculture, Makurdi; Benue State University, Makurdi and the University of Mkar, with a total of 1,537 lecturers. Out of this population, 306 lecturers were drawn as a sample for the study. Cluster and simple random sampling were employed for sample selection. Questionnaire was used as the instrument for data collection. The data collected from the respondents were sorted, organized, presented and analysed using mean and standard deviation, while inferential statistics in form of One-way Analysis of Variance (ANOVA) was used for testing the two null hypotheses at 0.05 level of significance. The study revealed that university lecturers in Benue State apply ICT skills in teaching to some extent, and in the area of research, they apply their ICT skills to a moderate extent. The result of two hypotheses showed that there is a difference in the extent of ICT skills application in teaching by the lecturers in the Federal, State and Private Universities, while, for ICT skills application in research by the lecturers there is no significant difference in the extent of the application in the Federal, State and Private Universities in Benue State. It was therefore recommended that ICT inclined professional librarians and university ICT personnel should offer more personalized support services to lecturers that need the training to be able to integrate ICTs in teaching and research processes. The management of the universities should furnish lecturers’ offices and classrooms with ICT tools and Internet connectivity as this would grant lecturers enabling environment to apply their ICT skills in research and teaching sessions

Signage and Information and Communication Technology (ICT) Facilities as Correlate to Utilisation of Information Resources in Federal Universities’ Libraries in South-South Zone of Nigeria

This study was aimed at investigating the extent to which signage and ICT facilities correlate to the utilisation of information resources in federal university libraries in South-South zone of Nigeria. The correlational research design was adopted for the study. Three research questions were answered while three hypotheses were tested. The population of the study comprised 32,190 registered library users for the 2017/2018 academic session and 776 library staff from six federal university libraries in south-south zones of Nigeria. The sample size for the study was 3,219 registered library users and 310 library staff representing 10% and 40% of the population respectively. A two-stage sampling technique of stratified and simple sampling techniques was used to select the sample size. Two Sets of instruments titled; “Signage and Information and Communication Technology Facilities Questionnaire (SICTFQ)” for the students and “Utilization of Information Resources Questionnaire (UIRQ)”were used for data collection. Face and content validity was ensured by three experts. The two instruments yielded reliability coefficients of 0.81 and 0.87 respectively with the use of Cronbach Alpha. Mean was used in answering research questions while Regression was used in testing the null hypotheses at 0.05 alpha level. It was found that to a great extent signage relates to the utilisation of information resources while information and communication technology facilities is the vice versa. Based on the findings, it was concluded that jointly, signage and ICT facilities are significant correlate to the utilisation of information resources in federal university libraries in South–South zone of Nigeria. It was therefore recommended among others that library management should improve on the provision of signage by ensuring that well-designed signage suitable for the 21st century is placed at strategic location to guide library users on the utilisation of information resources in federal universities libraries in South-South zone Nigeria

Effects of ICT Skills in Knowledge Sharing: A Focus on Library and Information Science Educators in Michael Okpara University of Agriculture, Umudike, Abia State, Nigeria.

This study examined the effects of ICT skills in knowledge sharing by Library and Information Science (LIS) educators in Michael Okpara University of Agriculture, Umudike. Five (5) research objectives guided the study. The study adopted the descriptive survey design. Complete census technique was adopted which involved the use of the entire population consisting of eight (8) core lecturers and ten (10) academic librarians who also lectures in the Department of Library and Information Science, making a total of eighteen (18) respondents.  A researcher-made 4-point instrument was used for data collection. Data obtained were analysed using frequency counts and mean scores. Findings of the study showed possession of some ICT skills such as social media utilization skills, web navigation skills, among others. It also revealed the sources through which LIS educators in MOUAU acquire their ICT skills. These sources include personal reading/research and attending seminars/conferences, among other sources. The study found out the adoption of lectures, use of meetings, delivering/presentation of papers at conferences, as the top-most pattern adopted by LIS educators for knowledge sharing. Findings also revealed efficiency in communication, access to wider population, and proper understanding of knowledge shared as among the effects of LIS educator’s ICT skills on their knowledge sharing practices. The study revealed that LIS educators are faced with challenges in respect of the acquisition of ICT skills and knowledge sharing, which include, but not limited to inadequate ICT skills on the side of the educators, absence of quality ICT training programmes, high cost of ICT gadgets, etc. Based on the revealed effects of ICT skills and the challenges facing the application of these skills for knowledge sharing, the study recommend that ICT facilities should be provided and its functionality ensured so as to improve LIS educator’s access to it within the campuses. It is suggested that LIS educators should have a rethink towards ICT training and skills acquisition and make time to improve their competences irrespective of their workload. Finally, the government and university management should intensify efforts to support and fund ICT training for LIS educators regularly as this will go a long way in ensuring the dividends of the tacit knowledge of this category of employee to the overall success of the institutions and organizations. Keywords: ICT, Skills, Knowledge-Sharing, Effects, LIS-Educators. DOI: 10.7176/IKM/9-8-05 Publication date:September 30th 201

Understanding institutional and facility related challenges affecting the application of ICT skills to academic activities by faculty staff in sampled Nigerian Universities

The study aimed at understanding institutional and facility-related challenges affecting the application of ICT skills to academic activities by faculty  staff. The three full-time universities in Benue state were purposively selected to form the population of the study; namely, University of Agriculture, Makurdi; Benue State University, Makurdi; and University of Mkar, Mkar. The descriptive survey design was adopted with a total population of 1, 537 faculty staff. Out of this population, 306 faculty staff were drawn as a sample for the study, using the simple random sampling procedure. A validated questionnaire was deployed for data collection; while charts, frequency tables and simple percentages were used for data analysis. The study revealed that institutional and facility-related challenges affecting faculty staff’ ICT skills application to academic activities in the universities in Benue State include: inadequate funding of ICT ventures, lack of sponsorship for ICT training, inadequate ICT facilities, unstable power supply and poor internet connectivity. Based on this, it was recommended that the government should annually provide ICT development fund to universities for bankrolling of ICT projects, and the management of respective universities should ensure more spending on providing ICT facilities, stable  power supply, and sound Internet connectivity as this would greatly enhance academic activities in the universities. Keywords: ICT Skills, Faculty staff, Nigeria, Universities, Challenges, Applicatio

Assessment of ICT Teachers’ Competence to Implement the New ICT Curriculum in North Eastern Nigeria.

This study assessed the competence of ICT  of rural and urban secondary school ICT teachers for the implementation of ICT curriculum in North Eastern Nigeria. The study looked at the competence of applying ICT technical literacy on the six components of teachers work in the secondary schools. All the one thousand, seven hundred and forty four (1,744) secondary school ICT  teachers from the six states of the North Eastern Nigeria participated in the study by responding to close ended questionnaire. The instrument sought information on ICT teachers’ policy, curriculum, pedagogy, technology, administration, professional development competences and obstacles to ICT teachers’ competences. Data was analyzed through grand mean, standard deviation and percentage. Results reveal that the competence of ICT teachers on policy, curriculum, pedagogy, technology, administration and professional development is low. Obstacles to ICT teachers competences were identified as lack of hardware, software, and financial resources, lack of electricity in most rural schools and insufficient information and experience from teachers in ICT applications. It was recommended among others that  ICT should be incorporated in the professional  development of teachers and ICT curriculum should be robust enough to enhance teachers job performance in schools. Keywords: ICT Curriculum, Teachers Competences, Curriculum Implementation, Secondary Schools

Appraisal of Knowledge Update among Guidance Counsellors of the Nigerian Universities: Focus on Information and Communication Technologies Utilization

This study assessed the extent to which the guidance counsellors in Nigerian universities utilize Information and Communication Technologies (ICTs) for knowledge updated (KU) in this information age. Ku implies that knowledge already acquired should be evaluated and re-evaluated so as to be in line with the global expectations. The study adopted a descriptive survey. The population comprised all the guidance counsellors in the four federal and four state - owned universities in South – South and South –East zones of Nigeria numbering 115. From the federal were 67 and from the state were 48. Four research questions and two null hypotheses guided the study. The sample size was 87 (51 from federal and 36 from state universities). Stratified random sampling due to ownership (federal and state) was used to select the universities while 75% of the population and guidance counsellors status (those that are lecturing) were used to select the guidance counsellors. The instrument was a 46 -item questionnaire developed by the researchers. The instrument was validated using Cronbach Alpha technique. The reliability coefficient was computed for the four sections, viz; section A = 0.80; B = 0.83; section C = 0.70 and D = 0.81. The instrument was administered with the help of four research assistants. The data collected were analyzed using means for research questions and t-test statistics for hypotheses at 0.05 alpha level. The result showed among others that the guidance counsellors in Nigerian universities have been utilizing ICTs to a low extent for KU. Therefore, the recommendations were that there has to be internet connectivity in Nigerian universities and free access to their usage. Again, the guidance counsellors should be motivated by way of special grants given to them for research works using ICTs for KU.Key words: Knowledge Update, Guidance and Counselling Services, Information and Communication Technologies (ICTs), Rationales and motivation

The Use of ICT in Education: Focus on Nigeria

The use of ICT in educational settings is a catalyst for change. The paper has sought to explore the role of ICT in education as we progress into the 21st century. The first phase focuses on the conceptual framework of the use of ICT in education. In this model the dependent variable is education and its sub variables are educational level of teachers and students which is directly affected by the independent variables which are the use of ICTs, ICT infrastructure and staff development. The second phase is the pilot study to answer two major questions: (i) Is ICT mandatory or voluntary at your institutions? (ii) What are the greatest barriers to using ICT to you as an academician? The results show that majority of the academic staff (86%) responded that ICT is mandatory. However, the survey revealed that most of the part-time lecturers ticked the use of ICT as voluntary. Some of these part-time lecturers in the cadre of professors, responded to Q32 as (do not fit my program). Actually in their dispensation, lecturing was done using the chalk board only. The research confirms that two major barriers affect the use of ICT; they are lack of time to use ICT the systems and training opportunities. Respondents on these are 38% and 32% respectively. Based on these findings, the paper recommended that, all employed teachers in Federal, State and Private institutions should undertake mandatory training and retraining on ICT programmers. The government should develop ICT policies and guidelines for the application of ICT in education

The Integration of ICT-Education in Teacher-Trainee Programmes in Tertiary Institutions in Nigeria

The study sought to determine the relationship between teacher-trainee’srating of perceived challenges from ICT teacher educators, governments’policy makers and their preparedness towards integration of ICT in teachertrainee programmes. The study was carried out in six tertiary institutions inthe south-south geo-political zone of Nigeria offering teacher educationprogrammes at the first degree, post graduate Diploma in education andNational certificate in education levels. The sample comprised 430 traineeteachers selected through stratified sampling-technique from the different institutions involved in the study. The instrument used for data collection was the researcher-made questionnaire. The data collected was analysed using chi-square at 0.05 alpha level of significance. Reliability of the instrument was determined using the Cronbach Alpha and the reliability coefficient was 0.86. The results among others, indicated that there is a significant relationship between the teacher trainees’ perceived challenges from the government, teacher-trainee educators and individuals’ ability and their preparedness for integration of ICT in teacher-trainee programmes. The implication is that the policy and decision makers in government must review and implement curriculum guidelines and policies to harness teachertrainees preparedness for effective integration of ICTs in teacher-trainee progammes