INNOVATIONS IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION IN NIGERIA by Ebele C. Okigbo, Nneka R. Nnorom, Ernest O. Onwukwe (fantasy novels to read TXT) 📕

has been laid on the need for digital literacy in the 21st century, it has been observed that science undergraduates complain of digital backwardness on the part of some science educators which in turn makes science teaching boring. It has also been observed that science educators are not keeping up with the fast-paced changes in technology and are not riding the wave that is prominently taking an upper hand in education. This is particularly seen to be the case for science educators who have been in the profession longer. Could the problem emanate from the fact that some of the science educators who are supposed to be abridge with digital innovations lack the required digital technological skills? This study set out to address the worry.

 

Objectives of the study

The study specifically sought to:

ascertain the digital technological skills for science educators in undergraduate science teaching.

determine the digital technological skills used by science educators in undergraduate science teaching.

 

Research Questions

The following research questions were posed:

What digital technological skills are required for science educators?

What digital technological skills do science educators use in teaching of science?

 

Method

 

The study adopted the survey design. The sample for the study comprised 205 students and 13 science educators drawn through the following: two higher institutions namely, Imo state university (IMSU) and Alvan Ikoku Federal College of Education (AIFCE) were purposively selected for the study. One discipline from the department of science education was randomly selected from each of the schools. The disciplines drawn were Education/Biology (from IMSU) and Education/Chemistry (from AIFCE). Two final year (400level) classes (one from education/biology and one from education/chemistry) were drawn purposively, giving a total number of 205 students from both classes. A census sample of 13 science educators was drawn from both institutions. The subjects drawn for the study totalled 218 and this comprised the sample size for the study. Descriptive statistics comprising mean and standard deviation are used to answer the research questions. A researcher made instrument titled “Digital Technological Skills of Science Educators Rating Scale” (DTSOSERS), divided into two clusters, the first eliciting information on the digital technological skills required by the science educators and the second cluster, eliciting information on Science educators’ use of digital technological skills in science teaching. This rating scale is organized using a four point scale of Strongly Agree, Agree, Disagree and Strongly Disagree. Coefficient of internal consistency was established at 0.71 using Cronbach alpha reliability. The data collected were analyzed using descriptive statistics involving mean and standard deviation. Items that have mean score of 2.50 and above have a decision rule of agree and vice versa.

 

Results

Table 1: Mean and standard deviation scores of responses on the digital technological skills required by science educators

 

S/N

Item

N

 

S.D

 

Decision Rule

 

Digital technological skills necessary in Science teaching:

 

 

 

 

1.

Word processing skills

13

3.20

0.43

Agree

2.

Electronic presentation skills (skill in using projectors and power point presentation)

13

3.90

0.50

Agree

3.

File management and manipulation of windows explorer

13

3.30

0.64

Agree

4.

Downloading software from web (EBOOKS)

13

3.10

0.44

Agree

5.

Videoconferencing skills

13

2.70

0.81

Agree

6.

Use of computer related storage devices (USB drives, CD etc)

13

3.40

0.50

Agree

7.

Database management skills

13

3.40

0.54

Agree

8.

Statistical package skills

13

2.60

0.66

Agree

9.

Use of Smart phones

13

3.00

0.58

Agree

 

Data on Table 1 show that all the items have their mean scores above 2.50 which is the cut off mean. This goes to show that science educators highly agree that they require digital technological skills for teaching science in higher institutions. The standard deviations for items 1 to 9 are low 0.43, 0.50, 0.64, 0.44, 0.81, 0.50, 0.54, 0.66 and 0.58. This implies that the responses are clustered closely around the mean.

 

 

Table 2: Mean and Standard Deviation scores of undergraduates’ responses on science educators’ use of digital technological skills in science teaching

 

 

S/N

Items

N

 

 

S.D

Decision Rule

 

 

Science Educators are able to:

 

 

 

 

1.

use computer statistical packages to analyse data gathered from science students’ research.

205

2.40

1.14

Disagree

2.

set up and engage in video conferences beneficial to the science lecture

205

1.00

1.85

Disagree

3.

use computer related storage devices for saving data in the course of teaching

205

2.20

0.99

Disagree

4.

use overhead Projectors in science teaching

205

1.10

0.96

Disagree

5.

use DVD and TV set ups in science classrooms

205

1.80

1.32

Disagree

6.

properly use Microsoft word application

205

2.30

0.98

Disagree

 

Data on Table 2 show that all the items have their mean mark below 2.50 (cut off mean). This goes to show that undergraduate science educators do not employ many digital technological skills in the course of science teaching. Also, data from the table reveal that the standard deviation scores for items 1,2 and 5 (1.14, 1.85 and 1.32 respectively) are a bit high. This implies that the responses of the subjects for these three items are spread apart from the mean. However, the standard deviation scores for items 3, 4 and 6 (0.99, 0.96 and 0.98 respectively) indicate that the responses are closely clustered around the mean.

 

Discussion

 

Findings from the study show that digital technological skills are a necessity for undergraduate science educators. In the 21st century academic institution settings, the primary reason for differences amongst undergraduates and lecturers is lack of communication due to a generation gap or certain issues. While possessing digital technological skills on the part of the science educators go a long way in facilitating smooth transmission of knowledge and fostering cordial relationship amongst science undergraduates and their corresponding educators, it is also an ideal way to close the digital technological gap between the younger generation and the older one (science educators who have been long in the field before the age of technology) as shown by the data gathered from responses to research question 1.

 

This is in line with Cavanaugh, Dawson and Ritzhaupt (2011); Nbina (2011); and Olivier (2014) who agree that in a world where digital literacy is gradually taking over, it is necessary for older educators especially in the sciences and social sciences to arm themselves with digital technological skills in order not to be swept away by the wave of ignorance. They also posit that technological development majorly in the area of digital literacy can facilitate positive socialization among older educators and learners by encouraging interaction between these two generations.

 

 

Findings from the study show that undergraduate science educators do not use or possess the common digital technological skills in the course of science teaching. This is seen in the responses gathered from research question 2. Undergraduate science educators who are meant to be at the helm of affairs in digital awareness in educational institutions are being found wanting in digital technological skills necessary for smooth teaching in the 21st century. This finding corroborates with Budwhar (2017) who opined that despite the much emphasised role of the educator in introducing innovative digital technologies in the classroom, many educators have abandoned he development of technology related skills to computer engineering experts. Budwhar (2017) also suggests that undergraduate educators in tertiary institutions should possess the necessary digital technological skills for effective transmission of knowledge and interaction between the tutor and the tutee. This indicates that digital technological skills have a high potential for the improving undergraduate science instruction in the 21st century.

 

Conclusion

 

The use of digital technological skills in undergraduate science teaching by undergraduate science educators is a sine qua non to both professional development in the 21st century and mutual interaction and understanding amongst science undergraduates and science educators. Digital technological skills positively influence undergraduate science educators, science undergraduates, boosts social confidence and technological awareness. Improving the digital technological skills of undergraduate science educators has developmental benefits for both science educators and undergraduates. It is an effective way to encourage learning and human understanding on both ends.

In conclusion, the use of digital technological skills in undergraduate science teaching is highly indispensable in the present dispensation.

 

Recommendations

The following recommendations are made;

Awareness should be made more often on the need for undergraduate science educators to engage in personal improvement of their digital technological skills.

Undergraduate science educators should be exposed to occasional technological professional development with emphasis on development of their digital technological skills.

Faculties of education should provide undergraduate science educators with digital gadgets such as laptops, tablets, overhead projectors, statistical software etc. for science teaching.

 

 

References

Armstrong, M., & Earle, L. (2012).Sustained blended professional development in the 21stcentury. Retrieved from http://etec.ctlt.ubc.ca/510wiki/Sustained_Blended_ Professional_ Development_ in_the_21st_Century

Budwhar, K. (2017). The Role of Technology in Education. International Journal of Engineering Applied Sciences and Technology, 2(8); 55-57.

Cavanaugh, C., Dawson, K., & Ritzhaupt, A. (2011).An evaluation of the conditions,processes, and consequences of laptop computing in K–12 classrooms. Journal of                Educational Computing Research, 45(3); 359–378.

Cloete, A.L. (2017). Technology and education: Challenges and opportunities. Theologicalstudies, 73(4); 1-7

Dawson, K. (2012). Using action research projects to examine teacher technology integration practices. Journal of Digital Learning in Teacher Education, 28(3); 117–124.

Eady, M. J. & Lockyer, L. (2013).Tools for learning: technology and teaching strategiesLearning to Teach in the Primary School. Australia; Queensland University of                Technology.

Fakhteh M., Zahra J.F., & Fariba H. (2012). The importance of teacher's role in technology based education. Procedia - Social and Behavioral Sciences, 46; 1614 – 1618

LaFee, S. (2013).Flipped learning. School Administrator, 3(70); 19–25.

Nbina, J.B. (2011). Scientific and Technological Skills Acquisition at the Primary School Level                as a Strategy to Mitigating the Challenges of Vision 2020 in Nigeria. African Research Review, 5(6); 334-349

Olivier, E., (2014). Theological education with the help of technology. Theological Studies 70(1), 1–7. https://doi.org/10.4102/hts.v70i1.2643

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12; 257–85

U.S Department of Education (2017). Reimagining the Role of Technology in Education. Retrieved from http://tech.ed.gov 15th September, 2019. 2:05pm

Vries, M. J. de (2010).Introducing Van Riessen’s work in the philosophy of technology.  Philosophia  Reformata, 75(1); 2–9.

Williams, P.J (2012).Technology Education for Teachers. Rotterdam, Boston; Sense

Publishers

 

 

 

 

 

AVAILABILITY AND USE OF INFORMATION  COMMUNICATION TECHNOLOGICAL  DEVICES  FOR TEACHING  BIOLOGY  IN SENIOR SECONDARY SCHOOLS IN IDEMILI NORTH LOCAL GOVERNMENT AREA

Justina N. Orakwue

&

Prof. J.N. Okoli

 

Abstract

This study investigated the availability and use of Information and Communication  Technological  devices  for teaching Biology in senior secondary schools in Idemili North Local Government Area of Anambra State. Four research questions guided the study. Survey design was used to gather information. All the 36 Biology teachers in twenty three secondary schools in Idemili North Local government area of Anambra State were used. Therefore, there was no sampling technique. The instrument used for data collection was a 43 item structured questionnaire developed by the researcher. The instrument was validated by three experts from measurement and evaluation, educational technology and science education and its reliability coefficient was determined through test-re-test method and it yielded an index value index of 0.74. The data collected were analyzed using mean and standard deviation in answering the research questions. The findings revealed that E-mail, computer and internet are the only available ICT devices in the secondary schools in the area studied and that these few available ICT tools were used in a very low extent by the biology teachers due to teachers lack of knowledge and confidence in using these ICT devices in teaching, irregular supply of electricity, funding e.t.c. Also, the best strategies to tackle the barriers to ICT usage include among others: the organization of seminars and workshop of how to use ICT, the provision of alternative power supply system with good funding. The study recommended that government should provide more ICT devices to schools and organize seminars and workshops on how to use ICT by secondary school teachers.

Keywords: Availability, ICT, devices

 

Introduction

Sustained development and advancement of any nation depend to a large extent on the rate of her scientific and technological development. Imhanlahimi and Aguele (2006) stated that a well developed and implemented science and technology education Programme of a country would not only produce knowledgeable and skilled manpower for the workforce but also usher in sustainable socio-economic growth and political stability in that country. Hence, science education is a veritable tool for national development. Biology is one of the natural science subjects which lay foundation for scientific development and economic growth of any nation (Maxwell, 2000). Biology as a science is of paramount importance to any Nation, especially a developing country like Nigeria. It is thus, is one of the core science subjects taught at the senior secondary schools in Nigeria.

Biology is the study of living and non - living things. It embraces those principles of widest application to the origin, growth, development, structure, function, evolution and distribution of plants and animals (Eule, 2000). Maduabum (2004) stated that a sound knowledge of biology is a prerequisite for entrance