PEDAGOGICAL INFORMATION & COMMUNICATION TECHNOLOGY COMPETENCIES NEEDED BY TERTIARY TECHNICAL...

JOVA – Journal of Vocational and Adult Education vol. 8. No. 1 pp. 26-38 October, 2013 ISSN: 15951197 © Department of Vocational and Adult Education Nnamdi Azikiwe Unversity Awka

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PEDAGOGICAL INFORMATION & COMMUNICATION TECHNOLOGY COMPETENCIES NEEDED BY TERTIARY TECHNICAL TEACHERS IN SOUTH EAST NIGERIA

By Prof. T. I. Eze & Okorafor, A. O.

Nnamdi Azikiwe University, Awka Emails: : [email protected]

[email protected]

Abstract The rapid proliferation of information and communication technology (ICT) has placed new demands on competencies needed to fully and efficiently participate and progress in the new information society. This is posing new challenge to Technical Education in training productive workforce to respond to the realities of the new information society. Technical education trains and develops manpower in quantity and quality to meet societal needs and contributes to national development. The technical teacher is a major actor in achieving this goal. The question then is what ICT competencies related to their pedagogical functions, must they acquire to face these challenges squarely? This study was therefore designed to determine pedagogical ICT competencies needed by tertiary technical teachers (TTT) in South-East Nigeria (SEN). The study adopted a survey research design and was guided by two research questions and four null hypotheses. A structured questionnaire was used for data collection. The reliability coefficient of the instrument was 0.73, established using the Cronbach Alpha coefficient reliability test; while three experts did the face and content validation. Mean was used to answer the research questions. Null hypotheses 1 and 2 were tested with Analysis of Variance. Null hypothesis 3 and 4 were tested with Z-test. It was found that TTT needed:

i. Teaching based ICT competencies ii. Computer operation competencies

Also it was found that neither gender nor type of tertiary technical institution has significant effect on TTT’s pedagogical ICT competency needs. It was recommended that technical teacher’s curriculum be reviewed to incorporate the relevant ICT competencies that will meet the teachers’ needs for their professional tasks.

Keywords: Pedagogy, Information and Communication Technology, Competence, tertiary technical teacher Introduction

The rapid proliferation of information and communication technology (ICT) has landed

the world into a new era variously known as the era of globalization, information

society, knowledge economy and networked society. ICTs have become so ubiquitous in

our daily lives, that sometimes people may not even be aware of their presence. Yet we

are totally dependent on their services (Salajan, 2007). The global knowledge economy

is transforming the demands of the labor market into complex set of skills. Meeting the


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challenges of the new economy demands citizens to develop ability to construct,

deconstruct, co-construct and reconstruct meaning efficiently.

Most modern offices and industries have become automated, providing new and

alternative ways to perform daily business activities (Okwuanaso, 2004). The emphasis

is now on factory automation, enterprise resource planning, paperless trading and

electronic commerce. All these sophisticated business mechanisms, according to

Koanantakool (2003) require the existence of computer on every desk, the inter-

connection to the Internet and properly planned business process supported by a large

computer system (i.e ICT). Defining ICT the Federal Register cited in has it that ICT

refers to:

any equipment or interconnected system or subsystem of equipment that is used in the management, movement, control display, switching, interchange, transmission or reception of data or information processing and electronic communications to be handled by ICT experts, who are equipped with capabilities that will maximally utilize ICT for the improvement of society (Onyebuchi, 2005: 319)

Changes spurred by ICT is of great importance to technical education program in

supporting workforce development. The vision of technical education is to train and

develop manpower in quantity and quality to meet societal needs and to contribute to

national development. Its principles and philosophies are such that its graduates would

live and contribute effectively to socio-economic development. Thus in order to ensure

that technical education remains valuable to the educational system, its programs must

continue to be enriched to prepare students for the workforce and society. Obviously,

skilled technicians and technologists are critical in meeting the challenges of a

technology-driven economy, which runs in tandem with the rest of the world’s

economies.

Akubuilo and Obayi (2009) agreed that there is need to brace up to the new

challenges and systems of education through proper management and use of ICT in


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skill-oriented subjects. This is particularly important to create qualitative opportunities

for acquiring employable skills, new technical competencies and problem-solving skills

through a refocused technical education system. Hence, the new emphasis on technical

education system embodying ICT must be streamlined to respond to the realities of the

South-East States situation, and that of Nigeria at large. Thus in this era of ICT, it could

be suggested that Technical Education must train students that are;

Knowledgeable with highly tuned thinking skills

Able to use technology and new resources optimally

Able to combine creativity and innovation effectively and

Having a diversity of skills and knowledge in the use of technology.

This calls for the integration of ICT into the Technical education curriculum,

which in turn demands for changes in the pedagogical role of the technical teacher. The

Council on Learning Technologies (1998: 1) affirmed “as these fundamental changes

evolve, corresponding changes are also occurring in public expectations of education

and training systems”. UNESCO (2002) also noted that teacher education programs

have not been unaffected by the penetrating influence of ICT. It is well understood that

university graduates regardless of discipline must have appropriate ICT competencies

to function and be employable in the modern world (Department of Education Training

and Youth Affairs-DETYA, 2000).

To achieve good ICT implementation/practice in technical education, there is

need to break down the false dichotomy existing between pedagogy and ICT. Pedagogy

is the art and science of instructional delivery. ICT should be seen as tools to enhance

pedagogy rather than taking the pedagogical role of the teacher. This is feasible when

teachers develop skills and appropriate knowledge for using and integrating ICT in an

appropriate manner. To live, learn and work successfully in an information-rich and

knowledge-based society, teachers must utilize ICT effectively. It is also becoming a


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widely held professional perception (Robinson & Latchem, 2003), that ICT has an

important role to play as tools for instruction across most aspects of the school

curriculum. Therefore, developing ICT competence of tertiary technical teachers to

enhance their pedagogical function is of great importance.

The growing concern in developing pedagogical ICT skills of tertiary technical

teachers can mean the integration of ICT in pedagogical practices. The role of ICT in

education and the ability of teachers to develop their competencies accordingly have to

be seen as timely and aptly. Therefore tertiary technical teachers should stay abreast of

changing technologies and current opportunities. Tertiary technical teachers are those

teaching technical courses in colleges of education (technical), polytechnics and

vocational technical education departments in the universities. They must continue to

value ICT and seek ways to connect programs and manage instruction with appropriate

ICT. Teachers’ ICT competence is essential if the teachers are to be successful

instructional leaders as they must use and transfer this competency to their students.

Akudolu (2006) wrote that the numerous benefits of ICT can only be realized

when teachers who still remain the key to learning have developed the necessary

pedagogical competencies for instructional use of ICT. As rightly stated in National

Policy on Education (Federal Government of Nigeria, 2004), no educational system rises

above the quality of its teachers, as teachers’ competencies are fundamental delivery

mechanisms for effective implementation of any educational program. In the words of

Jones (2003:3), “no matter what educational system mandate, in the end, effective

learning is very dependent on the will and competence of the teacher”.

Teaching is becoming more challenging as knowledge expands rapidly. This

demands that teachers learn how to use ICT in their teaching. How far tertiary technical

teachers can cope with these new demands depend a lot on their ability to master ICT


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efficiently and make most out of the possibilities ICT offers to learners. Being prepared

to use ICT and knowing how it can support students’ learning must become integral

skills in every teacher’s professional repertoire. Schools and classrooms must have

teachers who are skilled in technology and can effectively teach the necessary subject

matter content while employing ICT.

Upon this background, this study investigated pedagogical ICT competencies

needed by tertiary technical teachers in order to meet the challenges of education in the

information society.

Statement of the Problem

ICT is causing a revolution and if any education sector does not join, it will not only be

old-fashioned, but, in a few years, it will be out of competition in the educational market

(Busstra, 2002). The successful integration of ICT into the (technical education)

classroom will depend on the ability of (tertiary technical) teachers to develop

innovative ways of using technology to enhance the learning environment (UNESCO,

2008). The concern thus is on what new knowledge and skills tertiary technical

teachers must imbibe in order to face squarely the challenges presented by ICT in

performing their pedagogical function. Thus the problem of this study is centered on

searching for ICT pedagogical competencies needed by tertiary technical teachers, so

that they will be in the best position to effectively use the ICT hardware and software

that are available in the schools.

Research Questions

1. To what extent are teaching based ICT competencies needed by tertiary

technical teachers (TTT) in South-East Nigeria (SEN)?

2. To what extent are computer operation competencies needed by TTT in SEN?

Research Hypotheses

Four null hypotheses were tested at .05 significant levels as follows.


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There is no significant difference in the mean ratings of:

1. TTTs from the Universities, polytechnics, and colleges of Education (Technical)

on teaching based ICT competencies needed by TTTs in SEN.

2. TTTs from the Universities, polytechnics, and colleges of Education (Technical)

on computer operation competencies needed by TTTs in SEN.

3. Male and female TTTs on computer operation competencies needed by TTTs in

SEN.

4. Male and female TTTs on Teaching based ICT Competencies needed by TTTs in SEN.

Method

Survey design was adopted for the study. The study used questionnaire to sample

opinions of tertiary technical teachers (TTT) on pedagogical ICT competencies needed

by TTT in South East Nigeria (SEN). The study covered all tertiary technical institutions

in South East Nigeria, which comprised of three Colleges of Education Technical (CET),

six Polytechnics and four Universities (which offer Technical Education). The

population constituted all technical teachers in the tertiary technical institutions. There

were 35 technical teachers in the four universities, 81 technical teachers in the six

polytechnics and 29 technical teachers in the three CET, totaling 145 technical teachers.

There was no sampling, as the researchers were able to study the whole population.

The instrument was a structured questionnaire. It had two sections: A dealt on

demographic data while B addressed the research questions with 38 items rated on a

four point scale. The instrument was validated for face and content validity by three

experts from Nnamdi Azikiwe University Awka. The reliability of the instrument was

established using Cronbach Alpha, and it had a reliability coefficient of 0.73. The

instrument was administered by hand by the researchers with the help of three

research assistants. Out of 145 questionnaires administered, 126 were completed and

returned. The data collected were analyzed using arithmetic mean for answering the

two research questions. Analysis of Variance was used for testing null hypotheses 1 and

2 while Z-test was used in testing the null hypotheses 3 and 4. All the hypotheses were

tested at 0.05 level of significance.


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Result

Table 1: Tertiary Technical Teachers’ Extent of need of Teaching based ICT Competencies Table 1 hierarchically illustrates the extent of need of the teaching based ICT

competencies by the TTT, using mean ratings. The table shows that employing digital

devices and strategies during instruction is the most needed teaching based ICT

competencies with a mean of 3.63. Except items 13, 14, 15 and 16, all other items scored

above the average mean, indicating acceptance.

SN Teaching based ICT Competencies

Hig

hly

N

ee

de

d

Ne

ed

ed

Fa

irly

N

ee

de

d

No

t N

ee

de

d

Mean

( X )

Decision

1 Employ digital devices and strategies during instruction (e.g multi media presentations, electronic whiteboard, video conferencing, pedagogical websites)

64 38 25 0 3.63 Needed

2 Access online research and best practices 59 60 7 0 3.42 Needed 3 Use e-class software for students’ assessment by

creating classes, posting assignments and entering scores

67 34 20 5 3.29 Needed

4 Electronically create learning materials and distribute materials to multiple PCs in a single action.

60 42 21 3 3.27 Needed

5 Select and evaluate subject specific software 50 59 15 2 3.24 Needed 6 Electronically produce reports, import rosters and

export grades 48 58 16 4 3.19 Needed

7 Disable data transfer, deleting or editing by students 35 59 32 0 3.03 Needed 8 Power on/off or log in/off all classroom computers

remotely i.e from the teacher’s PC 44 38 25 19 2.85 Needed

9 Establish subject specific virtual learning environment

18 73 33 3 2.84 Needed

10 Conduct/participate in online professional/lifelong learning, online forums and communities

34 52 24 16 2.82 Needed

11 Set students PCs to view teacher’s activities 18 69 25 14 2.72 Needed 12 Remotely regulate students’ access and use of their

PCs when instructing (blank students’ screens, lock mouse and keyboard)

19 34 68 5 2.53 Needed

13 Electronically monitor students’ progress in meeting objectives and keep track of their performances

21 38 42 25 2.44 Not Needed

14 Create and use layouts such that teacher’s PC represents the physical layout of the classroom

18 25 75 8 2.42 Not Needed

15 Monitor and remote control students’ access to hardware – printer and scanner

14 25 66 21 2.25 Not Needed

16 Write subject specific application programs 11 35 46 34 2.19 Not Needed


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Table 2: Tertiary Technical Teachers’ Extent of need of Computer Operation Competencies

SN Computer Operation Competencies

Hig

hly

N

ee

de

d

Ne

ed

ed

F

air

ly

Ne

ed

ed

N

ot

Ne

ed

ed

Mean ( X )

Decision

17 Effective use of Computer Aided Design eg. AutoCAD. ArchiCAD,

78 42 6 0 3.57 Needed

18 Start up and shut down computer 53 71 2 o 3.40 Needed 19 Effective use of Presentation software e.g. MS

PowerPoint 59 59 5 3 3.39 Needed

20 Effective use of Word processor e.g. MS word, word perfect

59 57 7 3 3.32 Needed

21 Start an application, Create and Save document using save and save as command

59 47 20 0 3.31 Needed

22 Recognize different file types and adjust file format for easy exchange

42 42 39 4 3.29 Needed

23 Install and upgrade an application 53 45 25 3 3.18 Needed 24 Effective use of Databases eg. Microsoft Access 49 48 25 4 3.13 Needed 25 Identify and use icons, windows and menus 45 50 28 3 3.10 Needed 26 Insert and eject external storage drives (floppy, flash,

CD Rom) 52 39 32 4 3.10 Needed

27 Copy from hard disk to external storage drives and vice versa

50 39 33 4 3.08 Needed

28 Effective use of Graphics design eg. Corel Draw, Adobe illustrator

42 59 19 6 3.08 Needed

29 Initialized, name/rename storage devices and folders 45 43 32 6 3.01 Needed 30 Effective use of Computer Aided Manufacturing

(CAM) 29 69 23 5 2.97 Needed

31 Connect and install peripheral devices (printer, scanner, etc)

28 73 16 9 2.95 Needed

32 Make backup copies of key applications and documents

9 71 37 9 2.93 Needed

33 Setup system computer (CPU, monitor, keyboard and mouse

18 78 26 4 2.87 Needed

34 Use printing options 40 35 43 8 2.86 Needed 35 Effective use of Control technology/robotics 32 53 30 11 2.83 Needed 36 Effective use of Spreadsheets eg. MS excel, Multiplan,

super Calc 35 49 25 17 2.82 Needed

37 Effective use of Desktop Publisher eg MS publisher, Ventura publisher, Adobe PageMaker

25 48 48 5 2.74 Needed

38 Use self help resources to diagnose and correct common hardware problems

30 35 29 32 2.51 Needed

Table 2 depicts the extent of need of computer operation competencies by TTT in

order of highest needed competencies to least needed competencies using mean ratings

as the criteria. It could be observed that all computer operation competencies scored

above the average mean of acceptance (i.e 2.50); showing that they are all needed skills

by tertiary technical teachers.


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Table 3: Analysis of Variance Test for Comparing Mean Ratings of University, Polytechnic and COE(T) Technical Teachers on Teaching based ICT competency Needs. Source of Variance Df Sum of

squares Mean squares

α- level

F-crit

F- cal. decision

Between groups 2 10.11 3.37 0.05 3.07 *0.062

Ho1

Retained Within groups 123 6698.32 5.46 Total 125 6708.43

*Non-significant Table 3 is the summary of the Analysis of Variance test that tested Ho1. The analysis

shows that there is no significant difference among the mean ratings of tertiary

technical teachers (TTT) from the three types of tertiary technical institutions. This is

because the calculated F-ratio (0.062) is less than the table (critical) F-ratio (3.07),

tested at 0.05 level of significance and degree of freedom 2 and 123 for numerator and

denominator respectively. As a result, the null hypothesis is retained.

Table 4: Analysis of Variance Test for Comparing Data Obtained from TTT from the University, Polytechnic, and COE(T) on Computer Operation Competencies Needed by TTT. Source of Variance

df Sum of Square

Mean Square

α-level

F-cal F-crit decision

Between groups 2 76.29 38.145 0.05 *0.491 3.07

Ho2

retained

Within groups 123 9563.42 77.75

Total 125 9639.71 *Non-significant

The analysis summarized in table 4 shows that there is no significant difference among

the mean ratings of TTT from the three types of tertiary technical institutions

concerning computer operation competencies needed by TTT. This conclusion is drawn

from the fact that the calculated F-ratio (0.491) is less than the critical F-ratio (3.07),

tested at 0.05 level of significance with degree of freedom 2 and 123 for numerator and

denominator respectively. Hence null hypothesis two Ho2 is retained.

Table 5: Z-test of Difference between the Mean Responses of Male and Female TTT on Computer OperationCompetencies Needed by TTT. Sex Mean SD N df Standard

erorr α -level

Z-cal Z-crit

Decision

Male 58.87 8.99 102 124 1.82 0.05 *0.434 1.960 Don’t reject Ho3 Female 58.09 7.78 24

*Non-significant


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The Z-test analysis summarized in Table 5 reveals that there is no significant

difference between the mean ratings of male and female tertiary technical teachers as

regards the computer operation skills needed by TTT. Tested at 0.05 α –level and

degree of freedom 124, the calculated Z value (0.434) is less than the critical Z value

(1.960). This led to the decision that the null hypothesis should not be rejected.

Table 6: Z-test of Difference between the Mean Responses of Male and Female TTT on Teaching based Competencies Needed by TTT. Sex Mean SD N df Standard

error α -level

Z-cal Z-crit

Decision

Male 42.824 6.97 102 124 1.8424 0.05 *1.045 1.960 Don’t reject Ho3 Female 44.75 8.37 24

*Non-significant The Z-test analysis summarized in Table 6 reveals that there is no significant difference

between the mean ratings of male and female tertiary technical teachers as regards the

Teaching based ICT competencies needed by TTT. Tested at 0.05 α –level and degree of

freedom 124, the calculated Z value (1.045) is less than the critical Z value (1.960). This

led to the decision that the null hypothesis should not be rejected.

Discussion of Result

It was revealed in this study that among the tertiary technical teaching based ICT

competencies, the most needed were to employ digital devices and strategies during

instruction. The next was accessing online research and best practices. The studies of

Akudolu (2006) and Government of Western Australia (2005) had similar findings. Also

to use e-class software and electronically create learning materials were among the top

scoring items. This supports the findings of Rowand (2000) that using ICT to create

learning materials was the largest use for which teachers tend to put ICT. The

competencies considered less important were to monitor students’ progress

electronically, use classroom layout on teacher’s PC, and regulate students’ access to

hardware and write subject specific software programs. The findings of this study


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therefore indicated that TTT are interested in developing ICT competencies relevant to

performing their professional tasks.

All computer operation competencies are needed by TTT, with effective use of

computer aided design scoring highest mean (3.57). This is a clear indication that

drafting and design skills are core technical skills needed by every technical teacher.

More than half of the competencies in computer operation scored above 3.00 mean.

This indicates that TTT need this category of ICT competencies to a high extent. This

result is not surprising since computer operation skills are pre-requisite to acquiring

other ICT competencies. Almas and Nilsen (2006) observed that technical skills were

the first step to acquire knowledge about ICT. Gulbahar and Guven (2008) found that

the main barrier to technology implementation is insufficiency of teachers’ technical

knowledge to prepare materials based on technology. The study of Williams, Wilson,

Richardson, Tuson and Coles (1998) revealed that even where teachers have firm ideas

of how technology can be applied in the classroom, they were held back by lack of

technical skills and knowledge. However the study of Saud (2005) identified computer

operating skills as the lowest computer technology educational needs of Malaysia

vocational and technical teachers. It is possible that technical teachers in Malaysia

already possess these skills, so they need more advanced skills in ICT; whereas

technical teachers in Nigeria are yet to get acquainted with the rudiments of ICT (i.e.

computer operation skills).

Actually, in practice the focus is on operation skills. The ultimate aim may be the

effective use of ICT in teaching and learning, yet there is need that teachers be able to

use the ICT devices (mostly computer) confidently and efficiently, before they will be

able to apply the devices to instructional context. Ulicsak and Owen (2003) observed

that the emphasis tend to focus more on how to use ICT rather than how technology can


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be used to model and transform an activity. They noted that even in Germany where the

emphasis is shifting to project-oriented education, such that students can use ICT to

model and reflect on problems, operating skills are taught first, then weeks or months

later the role of ICT in the wider context is addressed. This portrays how important

computer operation skills are as they form bases for further development in ICT skills.

Furthermore, the analysis revealed that the type of tertiary technical institution (be it

University, Polytechnic or College of Education Technical), has no significant effect on

TTT need for teaching based ICT competencies and that of computer operation

competencies. Similar studies conducted by Government of Western Australia (2005)

and Williams (1998) were done with primary and secondary schools. They found

significant difference between the two levels of educational institutions. But this study

did not find any significant difference among the three types of technical institutions.

This may be because the TTT are all in higher level of education and there is not much

difference in the task they perform.

Also the study established that sex is not a significant factor for the computer operation

and teaching based ICT competencies needed by TTT. This disagrees with the opinion

and findings of some researchers who maintained that females are technophobia and

men technopholic (Samak, 2006; Sadik, 2005). From the findings of this study it was

revealed that both female and male TTT have equally the need for computer operation

competencies. Again the setting (Nigeria in Africa), where this study was conducted

could account for this difference in the findings, particularly as male and females in

Nigeria equally pursue courses in technology.

Conclusion

It is concluded that tertiary technical teachers are aware of the changes spur by ICT in

the technical education curriculum. As a result they are in need of ICT competencies


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that will enable them keep abreast of the technological development of the new

information society, so as to meets its demands educationally. This has to do with the

ICT skills that will empower them to tap the potentials of ICT in enhancing their

pedagogical functions. More so, irrespective of the gender or the type to technical

education institution where the technical teacher is working, they need these

pedagogical ICT competencies.

Recommendations

Base on the findings of the study the following recommendations were made.

1. Technical teachers’ preparatory programs/curriculum should be reviewed so

that the relevant ICT competencies that will meet the needs of the technical

teachers as well as the demands of the knowledge economy will be incorporated.

2. ICT should be a compulsory course in all technical teacher preparatory

programs.

3. Technical teachers should be helped and encouraged through in service

educational activities to become competent in and receptive to ICT


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References

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