LEARNING METHODS IN TECHNOLOGY EDUCATION ON THE LEARNING OUTCOMES OF GRADUATES OF TECHNOLOGY EDUCATION
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).
Classroom teachers are using technology in the classroom more frequently than ever before. According to Collins and Halverson (2009), students who are exposed to a high volume of technology perform as well as expected on standardized test, however technology can potentially do students a disservice if used inappropriately. When teaching using technology, instructors must be aware of the potential hindrances technology can bring to the learning process. Some negative effects of technology in today’s classroom are that it can take away valuable learning time, it can be overused, and it can also turn educational experiences into games for students
In today’s classroom, teachers are pressed to make every minute count. If the teacher and students are not experienced with technology in the classroom, valuable time is often wasted on technical troubles. In addition, the teacher faces the difficulty of having a class full of students who are all at different skill levels. In many schools, most students will have a computer and Internet access, but schools that are located in impoverished areas may have a large portion of their student body with little to no computer experience (Conley, 2004).
In some classrooms technology is overused. This can lead to a variety of problems. Many students learn best by physically and mentally interacting with what they are studying (Corder and Foreman, 2009). Technology should be used to supplement the classroom curriculum, but should not be used as the sole source of learning.
1.3. Purpose of the Study
The main purpose of this study was to examine the learning method in technology education on the learning outcomes of graduates of technology education in Delta State Tertiary Institutions. The following are the specific objectives of the study:
- To examine the suitable teaching methods that graduates of technology education are taught with in technology education
- To examine the level of availability of technology infrastructure in education in Delta State Higher Institutions
- iii. To examine the extent graduates of technology education and teachers acquire technological skills in education
1.4. Research Questions
The following research questions were raised to guide this study:
- What are the suitable teaching methods that graduates of technology education are taught with in technology education?
- What is the level of availability of technology infrastructure in Delta State Higher Institutions?
- iii. To what extent do graduates of technology education acquire technological skills?
1.5. Research Hypotheses
The following research hypotheses are formulated and tested at 0.05 level of significance in this study;
- There is no significant different between the learning outcomes of graduates of technology education taught with technology infrastructures and those taught with conventional method of teaching.
- There is no significant difference between the learning outcomes of male and female graduates of technology education taught with technology education infrastructures in tertiary institutions
1.6. Scope of the Study
The researcher decided to limit the investigation to a minor number of Post-Graduate Diploma students in Education in the Institute of Education in Delta State University, Abraka. The reactions of the graduates of technology education were used to explore the Learning Methods in Technology Education on the Learning Outcomes of Graduates of Technology Education in Delta State Tertiary Institutions. The study was limited to individualized and fieldtrip methods of teaching technology education in tertiary institutions. The knowledge provided by this study may lead to future research, and the results could be generalized to other institutions in the country.
1.7. Significance of the Study
The use of technology education is a global and an ongoing issue. This research will be of benefit to the academia, educational policy makers, lecturers, Tertiary Institutions administrators and students in the following ways:
1. it will help in the spreading of Technology Education at various levels and different disciplines in Tertiary Institutions in Nigeria
2. Tertiary Institutions faculties will enhance the impact of knowledge in their teaching emphasizing concept learning leading to the application of knowledge and critical analysis;
3. it will help lecturers to update and improve their skills;
4. it will help students to appreciate web resources which they use to arrive at answers to their problems; and
5. Students will also come to appreciate the evaluation of information sources.
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