ABSTRACT

The study
examines the availability and level of utilization of E-learning technologies
in teaching and learning of English education programmes in Tertiary
Institutions. The survey design was adopted in the study. A population of 240
respondents was used in the study. A sample of 180 respondents comprising English
education  students was selected using
the simple random sampling technique. The technique of Mean and frequencies
were employed in data analysis. The findings of the study indicate interactive
ICT facilities are grossly lacking for teaching and learning of English
education programmes. Also, it was revealed in the study that interactive E-learning
technologies are not utilized for teaching English education programmes. Non
interactive ICT devices were also revealed to be lacking for teaching of English
education programmes and were thereby rarely utilized in English education  implementations. From the findings of the
study, it was recommended that Government and other relevant stakeholders in
education should provide adequate ICT resources for the teaching of English
education programmes in tertiary institutions. This will enable teachers to
effectively utilize them in the classroom and at the same time help to equip
students with appropriate ICT skills needed for effective functioning in the
modern electronic age, In-service training programme such as seminars,
on-the-job retraining and retraining programmes, workshops on ICT resources
utilization should be mounted on a regular basis for serving educators in tertiary
institutions and finally, ICT agencies should assist with free distribution of
ICT resources to tertiary institutions as their corporate social responsibility
to communities. Free donation of ICT equipment will help communities of
practice to utilize them since findings shows that non utilization is
associated with non-availability of ICT resources.

CHAPTER
ONE

INTRODUCTION

Background to the Study

Teaching and learning are inseparable
concepts with learning playing more of judgmental role to teaching. It is
believed that “unless the child learns the teacher has not taught”. Though
teaching and learning are intimately linked processes and are interdependent as
well as inter woven, teaching is a social phenomenon, while learning is a psychological
phenomenon. It is teaching which generally results into learning but there can
be learning without teaching. Teachers in the recent trend of teaching and
learning are therefore seen as facilitators or guide, and I believe this can
better be enhanced through utilisation of ICT facilities.

 The nub of teaching learning process lies in
the moment by moment relationship between the willing leaner and the competent
co-teacher. Rao (2008) quoted Burton (2001) who argues that teaching can be
made effective by relating it to learning; teaching objectives can be
identified in behavioural term and appropriate learning situations may be
created to realise these objectives. The appropriate teaching condition or
structures may be generated for effective learning; the effective teaching aids
may be selected for creating strategies and tactics may be selected to achieve
the optimal object of learning; the concept of relationship of teaching and
learning will be an aid to understand the nature of teaching and thereby, teaching
theories may be evolved. The knowledge of the relationship will equally be
helpful for teaching to produce effective English education  teachers.

 ICT has been acknowledged globally as one of
the greatest techniques infused into the teaching learning process. It is used
in the context of this research work to imply a diverse set of electronic
technologies, technological tools and resources used to communicate,
disseminate, store and manage information in the course of teaching and
learning. ICT include computers, the internet, broadcasting technologies and
telephony (Adoni and Kpangbam, 2010; Chukwudi and Ejita, 2008). The impact of
ICT on learning is the vision that it enables learning anywhere, any time and
anyhow. ICTs are utlised during academic activities especially by lecturers and
students (Usang, Azubuike and Umoren, 2007).  Anissimov (2009); Bless and Truth (2009) and
Bliss (2009) agrees with this view but further noted that there is variation in
the level of usage of ICT in tertiary institutions among countries.

The
emergence of information and communication technology (ICT) has totally
revolutionalized the way we access, process, store, retrieve and disseminate
within organisation or across the globe according to Miller and Akume (2009).

 Information
and communication technology refers to a systematic process of gathering,
processing, storing, sending and retrieving of information through the print,
broadcast, computing and telecommunications media (Onwuagboke, 2009). Similarly,
Achuonye (2002) sees information and communication technology as the
collection, storage, processing dissemination and use of information.
Information and communication technology has the potential to accelerate,
enrich and deepen skills; motivate and engage students in learning; it also
help in relating school experiences to work practices, helps to create economic
viability for workers; contributes to radical changes in school; strengthen
teaching and provides opportunities for connection between the school and the
world (Kirschner and Woperies, 2003).

 Ogunsola
(2005) sees ICT as an electronically based system of information transmission,
reception, processing and retrieval which has drastically changed the way we
think, the way we live and the environment in which we live.  Information 
and communication technology offer several opportunities in education,
they can be used as a means of preparing the current generation of students for
future workplace, that is, providing tools for tomorrows practices. This is underscored
in the foreword written by Lemke .C. (1999) in the Milken exchange on education
technology commissioned report. Lemke noted inter alia “ today’s  students live 
in a global knowledge based age, and they deserve teachers use of
technology (ICTs) students can be given the opportunities of becoming a part of
the knowledge age and skills imparted to the 
young people in an increasing complex world.

Teachers will need to use ICTs in order to equip tomorrow’s
employees and customers with the requisite competence and knowledge to use ICTs
within their work (Davis & Tearle, 1999). 
ICT has impacted on the quality and quantity of teaching and learning
through its dynamic, interactive and engaging. ICT has simplified education
through the application of electronics media, internet etc. Ndukwe (2006),
emphasized that the production and introduction of calculators and computers in
the education system worldwide has helped in simplifying teaching and learning in
schools, thereby content, and it provide real opportunities for individualized
instruction.

Statement of the Problem

Over the years there has been a general poor performance
in English education programmes, this is not only applicable in secondary
examinations were English education  subjects are taught but also in university
precisely under English education  most
students who enrol in English education  department do not graduate successfully with
their mate.

Unfortunately, in many tertiary Institutions in there
are little or no ICT tools for teaching and learning in various classrooms.
teaching and learning method in the class rooms in department of English
education  still adopt the old
traditional method of teaching, where the teacher acts at repertoire of
knowledge while student are busy coping what is said and expected to vomit them
verbatim during examination. It is worrisome because this has led to massive
failure in examinations as the students are rarely grounded in their learning
but are mainly subjected to mere memorization of the topics taught.

          The present study contributes to the
literature on the use of ICT in education by examining the availability and
level of utilization of E-learning technologies in teaching and learning of English
education programmes in Tertiary Institutions.

Purpose of the Study

The main purpose of the study is to determine the
availability and the level of utilization of E-learning technologies in
teaching and learning of English education programmes in Tertiary Institutions.
The specific objectives are

1.      
To ascertain the availability
of interactive ICT in teaching and learning of English education programmes in Tertiary
Institutions.

2.      
To ascertain the level
of utilization of interactive ICT in teaching and learning of English education
programmes in Tertiary Institutions.

3.      
To determine the
availability of non-interactive ICT in teaching and learning of English
education  in Tertiary Institutions.

4.      
To determine the level
of utilization of non- interactive ICT in teaching and learning of English
education programmes in Tertiary Institutions.

Significance of the Study

          The findings of the study will be of
immense benefit to the students, teachers, education shake holders, the government
philanthropists.

Information
and communication technology is of great important to teachers and students of English
education  in Tertiary Institutions; this
is because from this research, they will able to ascertain the important of
information and communication in teaching and learning.

Secondly, this work will be of great important to
educational stakeholders. This is because from the research they will be able
to know the plight of the student and therefore work out modalities to solve
the problems.

Thirdly, this work will be of great important to the
government through the ministry of education they would be able to ascertain
the course of poor performance of the student of English education  and work out modalities to solve the problems.

Furthermore, the work will be of great important to
the philanthropists in the area, this is because from the work, they will be
able to identify problem of students in studying English education . This will
encourage them to donate information and communication technology tools that
will be used in teaching and learning in the area.

Finally, the findings would be
useful to curriculum planners.                                                 
Curriculum planners who would wish to resolve the issue of the
availability and utilization E-learning technologies instructional materials
may have cause to know the true situation and properly restructure English
education  programme curriculum to take
care of inadequacies. Curriculum planners would be more objective when the findings
are taken to consideration.

Research Questions   

The
following research question’s guided the study:     

1.      
To what extent are
interactive ICT available for teaching and learning of English education
programmes in Tertiary Institutions?

2.   To what extent are interactive ICT utilized in
teaching and learning of English education programmes in Tertiary Institutions?

3.  To
what extent are non interactive ICT available for teaching English education
programmes in Tertiary Institutions?

4.  To
what extent are non interactive ICT utilized in teaching and learning of English
education programmes in Tertiary Institutions?

/