Project – The problems and prospects of using information and communication technology for record keeping in tertiary institutions in Nigeria

CHAPTER ONE

INTRODCUTION

• Background of the Study

In this age of globalization there is a shift in global development agenda and the Nigerian government is introducing some reforms in our educational system with a view to repositioning it in line with the vision of Information and Communication Technology (ICT) (Adamu in Ubogu, 2011). ICTs are computer based tools used to meet with the Information and Communication needs of individuals and organizations. They comprise computer hardware and software, network and several other devices (video, audio, photography, camera, etc) that convert information, images, sound, motion, among others into common digital form (Milken Exchange on Education Technology, 1999). Oliver (1999) sees ICT as the science that investigates the properties and behaviour of information, the force governing the flow of information and the means of processing information for optimum accessibility and usability. The process includes the origination, collection, storage, retrieval, interpretation, dissemination and use of information. ICT involves the use of hardware, software, networks and media for the collection, storage, processing, transmission and presentation of information (voice, data, text, images) as well as related services (World Bank, 2007).

It is a broad term that has to do with the harnessing of process, the methods and the product of electronic communication related technologies and other related resources in today’s knowledge driven society, for enhancing the productivity, the spread and efficiency of set programme activities geared towards the achievement of clearly defined goals (Obanya, 2002). ICT is an eclectic application of computing, communication, telecommunication and satellite technology (Yusuf, 2005). Therefore, ICT can be defined as an electronic device for managing and processing information with the use of soft and hard wares to convert, store, manipulate, protect, transmit, manage, control and retrieve information for the enhancement and productivity of personal and organizational activities.

The potential of each technology varies according to how it is used. Haddad and Draxler (2002) identify at least five levels of technology use in education;

presentation, demonstration, drill and practice, interaction, and collaboration. Each of the different ICTs print, audio/video cassettes, radio and TV broadcasts, computers or the Internet may be used for presentation and demonstration, the most basic of the five levels. Except for video technologies, drill and practice may likewise be performed using the whole range of technologies. On the other hand, networked computers and the Internet are the ICTs that enable interactive and collaborative learning best; their full potential as educational tools will remain unrealized ifthey are used merely forpresentation or demonstration.

Radio and television have been used widely as educational tools since the 1920s and the 1950s, respectively. There are three general approaches to the use of radio and TV broadcasting in education (Perraton& Creed, 2002):

• Direct class teaching, where broadcast programming substitutes for teachers on a temporary basis;
• School broadcasting, where broadcast programming provides complementary teaching and learning resources not otherwise available; and
• General educational programming over community, national and international stations which provide general and informal educational opportunities.

Perraton and Creed further noted that the most notable and best documented example of the direct class teaching approach is Interactive Radio Instruction (IRI).This consists of “ready-made 20-30 minute direct teaching and learning exercises to the classroom on a daily basis. The, radio lessons, developed around specific learning objectives at particular levels of maths, science, health and languages in national curricula, are intended to improve the quality of classroom teaching and to act as a regular, structured aid to poorly trained classroom teachers in ünder-resourced schools. IRI projects have been implemented in Latin America and Africa. In Asia, IRI was first implemented in Thailand in 1980; Indonesia, Pakistan, Bangladesh and Nepal rolled out their own IRI projects in the l990s (TechnKnowLogia as cited in Tinio, 2002a). What differentiates IRI from most other distance education programs is that its primary objective is to raise the quality of learning and not merely to expand educational access and it has had much success in both formal and non-formal settings. Bosch (2002) observed that extensive research around the world has shown that many IRI projects have had a positive impact on learning outcomes and on educational equity. And with its economies of scale, it has proven to be a cost-effective strategy relative to other intervention (Bosch, 2002).

• Statement of the Problem

The need for technological innovation has led to a revolution in the development of technological facilities that are applicable to keeping and management of school records. Making use of ICT for record keeping and management will go a long way in raising the standard of school records anywhere in the world. Educators are fast realising the need for using computer for the keeping and management of school records. This would be convenient to both administrators and academic and non-academic staff in tertiary institutions. Records and record keeping constitute the life wire of organizations (Egwunyenga, 2006). It would be very difficult to plan and administer any organization such as the school effectively if records are not kept and managed properly. School records are documents, books, diskettes and files which contain information on what goes on in the school (academic and non-academic activities), school personnel, students as well as other school resources such as instructional materials (Olagboye, 2004).

Record keeping and management ought to be taken as a vital responsibility by school authorities because of the indispensable role records play in the effective day-to-day running of the school. In order to make decisions on both short and long term policies, school authorities rely on information that are on records. However, most school authorities do not have a good culture of record keeping.

In view of that, the study is set to investigate the problems and prospects of using information and communication technology for record keeping in tertiary institutions in Nigeria.

1.3 Objectives of the Study

This study will examine the following:

1. Types of records kept and managed in tertiary institutions.
2. Problems of using ICT facilities in record keeping and their solutions.
3. Prospects of using ICT facilities for record keeping and management in tertiary institutions

 

1.4 Research Questions

1. What are the types of records kept and managed in tertiary institutions?
2. What are the problems of using ICT facilities in record keeping and their solutions?
3. What are the prospects of using ICT facilities for record keeping and management in tertiary institutions?

1.5 Significance of the Study

It is hope that the findings of this study will be beneficial to educational agencies in Nigeria. It should be of great important to educational administrates in the distribution of resources to schools. This study will also provide an enquiry through which the application of new technologies in education can be assess so as to help the administrators to ascertain the level of teachers` competencies and the perception of both the instructors and the learners in using ICT in teaching and learning practices.

1.6 Scope and Limitation of the Study

This research work, the problems and prospects of using information and communication technology for record keeping in tertiary institutions in Nigeria. The study is limited to Federal College of Education, Kano.

1.7 Definition of Keywords

Problem: a matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome.

Prospects: the possibility or likelihood of some future event occurring.

Information technology: the study or use of systems (especially computers and telecommunications) for storing, retrieving, and sending information.

Teaching: Teaching is an instruction or delivering a particular skill or subject or something that someone tells you to do.

Learning: Learning is the process of acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences.

Project – The problems and prospects of using information and communication technology for record keeping in tertiary institutions in Nigeria