CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Educational technology is a very important component in teacher education curricula and in the teaching and learning process generally in Nigeria. It goes a long way in bringing about efficiency and effectiveness in the instructional process. Educational technology is the involvement of technology, human and non- human resources for facilitating learning and solving educational problems (Akanbi, 2013).Educational Technology therefore is intended to provide experiences needed to meet the challenges of present day instructional needs for all those engaged in teaching in any organization (Eya, 2010).Teaching method refers to the ways and means which a teacher adopts to guide the students through teaching and learning activities in order to accomplish the desired goal. (Greg, 2008).
In this era of information and communication technology, there is need for more diversified approach to teaching and learning. It is sad to note that teaching at higher level of education in Nigeria is still dependant on traditional practices and materials (Gilbert, 2007). It is no exaggeration to say that traditional processes such as lecture and demonstration methods have proved incapable of producing the effects required for coping with the challenges posed by globalization and rapid technological development. This calls for the need to face the new realities of time by embracing the use of new pedagogies and the hybrid media for instructional delivery. The new instructional strategies that are currently in use which are meeting the current challenges of globalization and technologies in Nigeria are based on computer technologies and new learning theories. Through computer assisted instruction, students are now able to learn independently through systematic and sequential procedure in new learning spaces.
Kaufman, (2012) observed that, the application of computers to the process of teaching and learning have been diversified and they cover such areas as providing drill and practice exercises’ and using computers to visualize complex objects and process and to facilitate communication between teachers and learners (Lassa, 2006). The current global view or approach to learning which has proved to be effective, is the application of the constructivist theories that facilitate student centered learning by use of blended learning strategies, guided-inquiry, problem-solving, e-learning ,collaborative learning and cooperative learning teaching and learning methods (Yusuf , 2009).
1.2. Statement of the Problem
Academia is not abreast with Technology education as the private and business sectors. The current usage of Technology education in academia is associated with “dubbing” which simply means copying. Most students, who use Technology education specifically the internet, fail to perceive that such resources are to provide a deeper understanding to whatever information sought and are an extension of lecture rooms (Johnson, 2007).The purpose, role, and nature of Technology in education are not given the attention that it deserves. Designers of resource tools for teaching therefore need to be able to understand these and to be aware of Technology education that will fit the academic environment (Cohen, 2008).