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KNOWLEDGE, ACCESSIBILITY AND USE OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) AMONG STUDENTS AND TEACHERS IN THE DEPARTMENT OF NURSING SCIENCES UNIVERSITY OF NIGERIA, ENUGU CAMPUS

CHAPTER ONE

 INTRODUCTION

 Background to the Study
 People over time have devised various techniques for communicating their thoughts, needs and desires to others. In early civilized times, people achieved adequate communication through speech and written messages. Communication in teaching and learning situation were mainly done using a teacher-centered education system in the past few years (Adeyinka, Adedeji, Majekodunmi, Adika & Adeyinka, 2011) when the conventional way of teaching was the order of the day. The teacher was seen as the sole source of knowledge and the students were “mere receipients” of his/her information. Chalk and talk methods were used in delivering lectures to students and pupils in schools. The emergence of information communication technology (ICT) has affected all aspects of life (Nadira, Kamal & Banu, 2010). ICT has become an indispensable part of our contemporary world. No wonder the use of such terms as e-nursing, e-commerce, e- banking, e-medicine, e-government, e-learning and e-education just to mention but a few, to show how such aspects of life revolve round technology. ICT materials are adapted to carry out some routine activities in almost every aspect of life. ICT includes any equipment or interconnect system of equipment that is used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission or reception of data or information resources (National Information Technology Policy, 2010). This policy equally sees ICT as computers, ancillary equipment, software and firmware (Hardware) and similar procedures, services (including support services) and related resources. To the Federal Ministry of Education (2010) ICT means all equipment, tools (inclusive of traditional technologies of radio, video and television to the newer technologies of computers, hardware, firmware, etc) as well as the methods, practices, processes, procedures, concepts and principles that come into play in the conduct of the information communication activities. Globally, the emergence of ICT has stimulated rapid development in all sectors of the economy, especially in the socio-cultural and political spheres of life (Akanbi, 2005, in Olatokun, 2009). Ajayi (2003) noted that ICT is redefining the way almost everything is done and is a ready tool for all strata of the society. Danner (2013) stated that ICT has transformed the world into a large global connected community and play an increasingly important role in people’s lives. Previous studies like those of (Idowu, Cornford & Bastin, 2008) and (kambi, 2005) have highlighted advantages and disadvantages that nations, institutions and industrial sectors would face if they did not position themselves to harness and implement ICTs as tools for leveraging their activities in the emerging global economy. In educational sector, ICT has been continuously linked to higher efficiency, higher productivity, and higher educational outcomes, including quality of cognitive, creative and innovative outcomes (Adeosun, 2010). ICT is often perceived as a catalyst for change, change in learning approaches and in access to information (Watson, 2005) and can help by providing alternative possibilities for education (Casal, 2007, in Danner 2013). For both social and economic reasons students will need computer and communication technology skills to live successfully in a knowledge-based society (Danner, 2013).

Project detailsContents
 
Number of Pages111 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
ReferenceReference
QuestionnaireQuestionnaire
AppendixAppendix
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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