STRATEGIES FOR THE EFFECTIVE IMPLEMENTATION OF

INFORMATION AND COMMUNCATION TECHNOLOGY (ICT) IN

COLLEGES OF EDUCATION IN ENUGU STATE

BY

OKPARAUGO OBINNA JOSEPH

2012/182981

DEPARMENT OF ARTS EDUCATION

(EDUCATION HISTORY)

FACULTY OF EDUCATION
UNIVERSITY OF NIGERIA, NSUKKA

AUGUST, 2015

i
 TITLE PAGE

STRATEGIES FOR THE EFFECTIVE IMPLEMENTATION OF

INFORMATION AND COMMUNCATION TECHNOLOGY (ICT) IN
COLLEGES OF EDUCATION IN ENUGU STATE

BY

OKPARAUGO OBINNA JOSEPH

2012/182981

PROJECT PRESENTED TO THE DEPARTMENT OF ARTS

EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA, IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF
BACHELOR DEGREE IN ARTS EDUCATION (B.A. ED/HISTORY).

SUPERVISOR
PROFESSOR GRACE. C. OFFORMA

AUGUST, 2015

ii
 APPROVAL PAGE
This project has been approved for the Department of Arts Education, University

of Nigeria, Nsukka.

BY:

__________________
_________________
Prof G. C Offorma Internal Examiner
(Supervisor)

____________________ ___________________
External examiner Prof. Uzoegwu P. N
Prof. P. E. Eya (Head of Department)

___________________
Prof Uju C Umo
(Dean, Faculty of Education)

iii
 CERTIFICATION

Okparaugo Obinna Joseph, an undergraduate student with registration number

2012/182981 has satisfactorily completed the requirement for research work for the degree of

Bachelors in Arts Education (History).

The work embodied in this project is original and has not been submitted in part or full

for any other degree or diploma in this or any other university.

_________________________ __________________________

Okparaugo Obinna Joseph Professor Grace C. Offorma

Researcher Supervisor

iv
 DEDICATION

This research work is dedicated to Almighty God for his infinite mercies, grace, love

and guidance throughout the course of this work and also to in-service and pre-service teachers

all over Africa and the World at large.

v
 ACKNOWLEDGEMENT

First and foremost, my thanks go to Almighty God for everything. I am greatly indebted

to Professor G. C. Offorma, my resourceful lecturer and project supervisor, whose tolerance,

guidance, instructions and motherly care through her wealth of knowledge provided the pillar

on which this research work was anchored.

My sincere gratitude goes to my Head of Department, Dr. P. N. Uzoegwu, for inspiring

me to greater achievements and also to my lecturers Dr. B.A Ogboji, Dr. C. I. Egbe, Mr. Eze

Kenneth among others, for their encouragement, provision of requisite knowledge to help me

out in the absence of my supervisor.

I am also indebted to Ms. Usulor Jacob and Ms. Asogwa Emmanuel with whom I

discussed at various intervals, and their contributions helped in the achievement of this

research work.

Lastly to my lovely family, my parents Mr. and Mrs. Ike Okpara James and Sophia, my

siblings Chinazor, Chidiogo, Ikechukwu, Ojichukwuka, Chukwunonso, Ifeanyi and

Ekpereamaka for their unrelenting prayers, encouragement, consistent care and financial

assistance from the beginning to the end of this research work. To every other person that

contributed to the success of this research work not mentioned, I say a big thank you.

vi
 TABLE OF CONTENTS
TITLE PAGE i

APPROVAL PAGE ii

TABLE OF CONTENTS iii

DEDICATION iv

ACKNOWLEDGMENT v

CHAPTER ONE: INTRODUCTION 1

Background of the study 1

Statement of the problem 5

Purpose of the study 7

Significance of the study 8

Scope of the study 11

Research questions 12

Research Hypotheses 12

CHAPTERTWO: LITERATURE REVIEW

13

Conceptual Framework 14

Essence of Colleges of Education 14

Concept of ICT 17

Impact of ICT on Education 21

ICT and Colleges of Education 22

Theoretical Framework 25

Behaviourist theory 25

Constructivist theory 25
vii
Cognitivist theory 26

Empirical Studies 29

Summary of Literature Review 38

CHAPTER THREE: RESEARCH METHOD

41

Design of the Study 41

Area of the Study 41

Population of the Study 42

Sample and Sampling Techniques 42

Instrument for Data Collection 43

Validation of the Instrument 43

Reliability of the Instrument 44

Method of Data Collection 44

Method of Data Analysis 45

CHAPTER FOUR: PRESENTATION OF DATA AND ANALYSIS OF RESULTS

46

Research Question One 47

Research Question Two 48

Research Question Three 50

Research Question Four 52

Research Question Five 54

viii
Hypotheses 56

Summary of Results 58

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION, IMPLICATIONS,

RECOMMENDATIONS AND SUMMARY

59

Extent of ICT Implementation 59

Location and Implementation 60

Gender and ICT Implementation 61

Colleges of Education and ICT Implementation 62

Conclusion 62

Implication of Study 64

Recommendations 64

Limitation of the Study 67

Suggestions for Further Study 67

REFERENCES

69

APPENDICES

73

ix
LISTS OF TABLES PAGES

1. Mean and Standard Deviation (SD) of respondents on the extent of ICT implementation strategies

in Colleges of Education in Enugu State 47

2. Mean and Standard Deviation (SD) of respondents on the influence of location on the

implementation of ICT strategies in Colleges of Education in Enugu State

48

3. Mean and Standard Deviation (SD) of respondents on the influence of ICT strategies

among males and females in Colleges of Education in Enugu State

50

4. Mean and Standard Deviation (SD) of respondents on the strategies for ICT implementation

among Federal, State and Private Colleges of Education in Enugu State

52

5. Mean and Standard Deviation (SD) of respondents on the strategies for the effective

implementation of ICT in Colleges of Education in Enugu State 54

x
LIST OF APPENDICES PAGES

A: Validation of Instrument 73

B: Questionnaire 74

C: Reliability Table 79

D: Calculation of Mean and Standard Deviation 80

E: Hypotheses Table 85

xi
 ABSTRACT

The study sought to evaluate the strategies for the effective implementation of ICT in Colleges of
Education in Enugu State. Three Colleges of Education were purposely selected for the study. The
objectives of the study involved identifying the extent of ICT implementation strategies in Colleges of
Education, the influence of location on the implementation of ICT strategies in Colleges of education,
the influence of ICT strategies among males and females in Colleges of Education, to determine the
strategies for ICT implementation among the Federal, State and Private Colleges of Education, the
strategies for the effective implementation of ICT in Colleges of Education in Enugu State. The
theoretical framework for identification of research variables in the study was based on the
Behaviourist work of B. F Skinner, Cognitivist work of Jean Piaget and constructivism and its
application of ICT to teacher training education. The study adopted mainly the descriptive survey
research design. The target population comprised 2,500 100 level pre-service teachers. Specifically
1200 pre-service teachers in Federal College of Education Eha-Amufu, 600 in Enugu State College of
Education, (Technical), 700 in The College of Education, Nsukka. In each college, proportionate
stratified random sampling technique was used to select 60 pre-service teachers from Eha Amufu, 30
pre-service teachers from Enugu State College and 35 pre-service teachers from college of education,
Nsukka. 125 pre-service teachers participated in the study and completed the questionnaire. The
research instrument was a questionnaire. Pilot testing was done to ascertain data collection
instruments' validity and reliability. The overall number of questionnaire respondents was 125.
Quantitative data were analyzed using both descriptive and inferential statistics, employing the
Statistical Package for Social Scientists (SPSS), while qualitative data was recorded, summarized and
analysis made. The study outcome was that ICT had not been fully implemented in Colleges of
Education and this has been the reason why it required optimum utilization and contributing to the
educational objective is low. It is hoped that the study findings will propel government, curriculum
planners, in-service and pre-service teachers and educational institutions to be more proactive in
adopting strategies that enhance the effective implementation of ICT in Colleges of Educations.

CHAPTER ONE

INTRODUCTION

xii
Background of Study

The 20th century witnessed tremendous development in computer technology that

helped humans invent new ways to live and work. Education is perhaps most affected by this

technological development given the huge changes that resulted from the use of computer

technologies. Electronic teaching and learning represent the latest innovation in education

delivery system. It offers flexibility in space and time. Therefore, most countries throughout

the world have integrated Information and communication Technology in schools using

different methods to increase the quality of teaching/learning and teacher training.

ICT is becoming a household word; it has definitions as there are researchers and

educators. Suffice to use the definition of Information technology as enunciated in the Nigerian

National Policy for Information Technology (FRN, 2001). Information Communication

technology is defined as “computers, ancillary equipment, software and firmware, (hardware)

and similar procedures, services (including support services) and to a related resources ” (p. ix).

It is also defined in the same document as “any equipment or interconnected system or

subsystem of equipment that is used in the automatic acquisition, storage, manipulation,

management, movement, control, display, switching, interchange, transmission or reception of

data or information” (FRN 2001, p. ix). Thus, they can be regarded as the technologies used

for accessing, processing, gathering, manipulating, and presenting or communicating

information. These could include software, hardware, and even connectivity (Anderson &

Baskin, 2002).

The role of Information and Communication Technologies (ICTs) in the 21st century

education system has been described as vital to keeping abreast with rapidly changing

xiii
technologies. The introduction of information and communication technology into the

Nigerian educational system has come to stay; its importance has been translated into huge

potentials in terms of positive outcomes, although investments in ICTs in Nigerian ’s education

system have not yielded much when compared to similar investments made in communication

(Atureta, 2011).

In institutions of higher learning, the mode of delivery of knowledge and curriculum are

not yet ICT enhanced, though with the development of a National Policy on ICT in Education,

Nigeria is predictably a step in the right direction towards improvement for the sector (Atureta,

2011). Factors militating against its full implementation are insufficient numbers of computers,

epileptic power supply, problems of internet network failure, lack of ICT knowledge/skills,

difficulty in integrating ICT to instruction, scheduling computer time, insufficient peripheral

devices, inadequate software, insufficient teaching time, inadequate access, lack of qualified

ICT personnel, cost of equipment and management attitude. There seems to be no clear and

definite policy and/or curriculum for all levels of the Nigerian education system and lack of

technical assistance among others. Okwudishu (2005) indicated that unavailability of some

ICT components in schools hampered teachers’ use of it. The various challenges that have been

raised have to be addressed for Nigeria to make effective use of ICT to enhance her

educational system.

The implementation of ICTs, in Colleges of Education, adds enormous value to teacher

training. Where the infrastructure exists, and connectivity costs are subsidized, the opportunity

to create virtual online learning communities of teachers within nations and across regions

exists. Such learning communities enable and empower in-service and pre-service teachers to

share experience, curriculum, learning materials, lesson notes, and collaborative projects.

xiv
 General computer literacy (operating system, word processing, spreadsheet, database,

and telecommunication) is not sufficient to prepare pre-service teachers to use technology in

their classroom. What is needed is professional literacy - a basic understanding of how

computer and related technology can be used in education, as well as specific novice skills for

integrating technology into the curriculum at the grade level and in subject pre-service teachers

plans to teach (Willis, 2001, para.10). This underscores the need for quality teacher education

program, meant to develop in-serving and pre-service teachers ’ quality on ICT usage for

successful ICTs integration in instruction.

In-service and Pre-service teachers need professional development program for

successful application of ICTs within the school system. Research findings have indicated that

the extent to which teachers integrate ICTs in their teaching and students ’ learning is related to

several factors, among which are the teachers ’ knowledge and competence in ICT.

Furthermore, teachers’ ability and willingness to integrate ICTs into their teaching will largely

be dependent on the professional training and development which they receive (Watson, 2001;

Pearson, 2003; Williams, 2003; Selinger & Austin, 2003). In view of the importance of

training to the development of teachers ICTs competence, educators and researchers have been

concerned about basic standard for In-service and Pre-service teachers ’ competence in the use

of ICTs.

The International Society for Technology in Education (1999) outlined three basic

principles of ICTs in teacher education using the AMES white paper. These are that: ICTs

should be infused into the entire teacher’s education program, ICTs should be introduced in

context, and that students should be made to experience information and communication

technology support learning environment in their teacher education program. In a synthesis of

xv
ideas emanating from research findings across the globe Kirschner and Davis (2003)

highlighted good practice for both pre-service and in-service program for teacher training in

ICTs. These are that (i) teachers become sufficiently competent to make personal use of ICTs,

(ii) competent to make use of ICT as mind’s tool, (iii) became masters of range of educational

paradigms that make use of ICT, (iv) sufficiently competent to make use of ICT as a tool for

teaching, (v) master a range of assessment paradigms which make use of ICT, and (vi)

understand the policy dimension of the use of ICT for teaching and learning. These they

observed were the six benchmark identified as making for good practices for both pre-service

and in-service teacher education program.

It has been observed that the availability, utilization, and effective implementation of

ICT in Colleges of Education in Enugu State is important in actualization of the goals and

objectives of the National Commission for College Of Education (NCCE) which is aimed at

training and equipping In-service and Pre-service teachers with the required knowledge and

skills for effective application of ICT in teaching processes.

The aim of this research work is to ascertain the effective strategies for implementation

of information and communication technology (ICT) in Colleges of Education in Enugu State.

Statement of Problem

The world, outside the school system has been able to achieve much in the area of ICT

integration in their daily routine. Globally, ICTs implementation in schools has not been

smooth sailing. Notwithstanding, while other countries have achieved over 55%

implementation of ICT in Higher institutions of learning, the percentage in Nigeria schools

remains very low. ICT is important in school because it performs various school functions

xvi
such as; record keeping, research work, instructional uses like PowerPoint presentations,

financial analysis, examination results analysis, communication, supervision and general

school management functions.

Research shows that ICT plays a leading role in promoting the economy of a country.

Studies have shown that the rapid development of education sector in countries like China,

Brazil, India, Russia and other developed economies can be attributed to the impacts of ICT.

Nigeria’s Millennium Development Goals, which was formulated to place Nigeria as one of the

foremost economies by lowering cost of doing business, improving security and providing

Nigeria with a friendly working environment, recognized this, by placing implementation of

ICT in schools at center of achieving the vision.

Various research works in Nigeria regarding the ICTs discovers the problem of poor

implementation of ICT in Nigerian schools. These problems are major obstacles affecting the

use of ICT in Nigeria’s higher institutions, thus technical, non-technical, human and

organizational and financial. Technical obstacles identified include the poor

telecommunication infrastructure, absence of national information communication

infrastructure lack of university coherent plan for ICT, problems of connectivity, lack of or

limited bandwidth for ICT for learning, teaching, and research, non-reliability of public

electricity supply, thus necessitating extra cost for standby generators. The non-technical deals

with lack of professional development for faculty, human and organizational aspect relates to

inadequate planning for ICT integration in regular activities of higher institutions, and

inadequate human resource base, while financial relates to inadequate funding of ICT

infrastructure, maintenance of available facilities, and staff development.

xvii
 As stated above, it becomes evident that the Nigerian government today had longed to

develop the desire for the effective integration and utilization of ICT facilities among the staffs

and students of higher institutions of learning. Currently, the state-of-the-art infrastructure and

facilities for intranet, Internet and visual learning to Colleges of Education for both staff and

students have been provided.

The provisions have been made for ICT activities in the campuses of Federal, State and

Private Colleges of Education which are aimed at ensuring adequate ICT literacy among the

students and staffs.

However, what appears very poor is that with these ICTs provisions, academic staffs of

Colleges of Education still find it difficult to deliver lectures using ICT resources. In many

occasions, most of the academic staffs are seen seeking for assistance for any slightest job

involving the use of ICT facilities made available to them by the management. One would not

know whether it is as a result of lack of chance or because their level of literacy in the use of

ICT resources.

It is expected that because of the place of ICT in facilitating development of any

country, the academic staff of universities should be well abreast of the technicalities in the use

of ICT resources. But unfortunately, it appears that most of the academic staffs lack the

necessary knowledge.

Despite the importance of ICT in schools research has revealed that several schools are

not efficiently implementing ICT to support teaching, learning and management in school and

also the school management had not fully implemented the policies developed by the Ministry

of Education

xviii
This prompted an investigation to identify the strategies for effective implementation of ICT in

Colleges of Education in Enugu State.

Purpose of the Study

The general purpose of the study is to identify the strategies for effective

implementation of ICT in Colleges of Education in Enugu State.

Specifically, the study tends to;

identify the extent of ICT implementation strategies in Colleges of Education in Enugu State;

find out the influence of location on the implementation of ICT strategies in Colleges of

education in Enugu State;

identify the influence of ICT strategies among males and females in Colleges of Education in

Enugu State.

determine the strategies for ICT implementation among the Federal, State and Private Colleges

of Education in Enugu State.

identify the strategies for the effective implementation of ICT in Colleges of Education in

Enugu State.

Significance of the Study

This result of this study is going to add to existing knowledge and serve as a guide for

further research works on this concept. Primarily, the following groups are prospective

beneficiaries be of this research. They are; In-service Teachers, Pre-service Teachers

(Learners), Curriculum Planners and the Government.

xix
 Teachers through this study will improve in their service delivery and note the strategies

for the application of ICT skills to achieve planned classroom objectives. The effective

implementation of Information and communication Technologies provided by this research

work can help revitalize teachers. Teachers will become predictors of the use of new

technologies in instructional settings. Knowledge of effective implementing strategies will

shape teacher’s ICT experiences.

Teachers look at ICT usage in teaching and learning process and its challenges from

different perspectives. They tend to focus solely on how it affects them in terms of their

workload, impact on students, their current skills/knowledge, time management, motivation

and vision. All these tend to constitute the barriers to efficient ICT implementation in

educational processes.

Teachers will benefit from the dynamism of ICT to demonstrate some difficult

concepts, theories and principles, thereby giving meaning to classroom instruction and making

class presentation an exciting one. Since ICT possesses great potentials for education and

capacity building, this study will avail teachers the guides for systematic gathering, processing

and dissemination of information through the use of creative tools for managing and delivering

subject matter thereby creating and enhancing the research strength and skills of In-service

Teachers. Teachers through this study will learn how to use computers to simplify teaching,

make learning experiences more effective and to offer students access to a variety of learning

tools, expert opinion and alternative view points.

For pre-service teachers, this research work will be of immense benefit by making

known the ICT tools that will enhance the quality of their learning. ICTs as transformational

tools that when used applicably and appropriately can promote the shift to a learner- centered

xx
environment, will set in motion the pre-service teachers as learners to start adapting and

adopting the required and necessary ICT knowledge and skills that will aid their services in

and outside the classroom to the ever changing educational and ICT patterns.

Curriculum planners through this research work will note the effective strategies for the

effective implementation of ICTs in Colleges of Education to increase academic productivity.

Through this study it becomes highly imperative for the educational planners to make policies

on strategies to implement ICT, aid continuous training and retraining of teachers and students

and be concerned with evolving methods of teaching and learning of instructions using ICT

equipments in Colleges of Education. This necessitating the policy of National Commission

for Colleges of Education (NCCE) mandating that all college teachers to be computer literate.

But these motions and plans will not be effective if the required strategic implementing steps

recommended by in this study are not followed and enforced.

Finally, the result of the study would be of immense benefit to the government. Since

the Federal Government of Nigeria has put ICT and teacher education in the fore front as one

of the parameters for ensuring the achievement of the Millennium Development Goals

(MDGs) in Nigeria. Recommendations from this research finding will guide the government

on the processes and strategies to achieve her Millennium Development Goals (MDGs) in

form of ICT training workshop for in-service teachers to be a bold step for them to be

equipped in the training of pre-service teachers. This will be a lofty development that needs to

be sustained with the aim of improving the quality of in-service and pre-service teacher in

Colleges of Education. The adoption of the recommended implementing strategies will help

reduce administrative costs and correct short comings, through ICT budget creation, equitable

xxi
resource allocation, provide in-house training for staff and students, conduct

seminars/workshops on ICT implementation and provide ICT support staffs.

Since providing schools with necessary ICT equipments without implementation for use

neither improve the quality of instruction nor creates effective learning environment. However,

this research work will help to define the strategies that should be adopted by the educational

board to enhance ICT implementation. The results of the study would show the devices that are

lacking in Colleges of Education so that the government would supply them to the schools.

Schools now will increasingly use ICTs to reduce the cost and improve the efficiency of

administration. The quality of education will be raised since routine repetitive tasks and

interest can be automated with the use of ICT infrastructure. Through equipping the schools

with ICT devices, pre-service teachers (learners) will have access to a wide range of

information resources. This will also enable the in-service teachers to manage a large class

effectively and makes the tasks of teaching simplified.

Scope of the Study

The thrust of this research work is to study the strategies for the effective

implementation of Information and communication technology in Colleges of Education.

This research work, is limited to Enugu State, citing three Colleges of Education which

are; The College of Education, Nsukka, Federal College of Education, Eha-Amufu, and Enugu

State College of Education technical. It will cover the strategies for the effective

implementation of ICT in Colleges of Education, the extent of ICT implementation in urban

xxii
and rural Colleges of education, and the extent of ICT implementation among the Federal,

State and Private Colleges of Education in Enugu State.

xxiii
Research Question

The following research question guided the study

What is the extent of ICT implementation strategies in Colleges of Education in Enugu State?

What is the influence of location on the implementation of ICT strategies in Colleges of

education in Enugu State?

What is the influence of ICT strategies among males and females in Colleges of Education in

Enugu State?

What are the strategies for ICT implementation among the Federal, State and Private Colleges

of Education in Enugu State?

What are the strategies for the effective implementation of ICT in Colleges of Education in

Enugu State?

Hypotheses

The following formulated hypotheses will be tested at 0.05 level of significance.

Location will not be a statistically significant factor in the implementation of ICT strategies in

Urban and Rural Colleges of Education.

Gender will not be a statistically significant factor in the strategies for the implementation of

ICT in Colleges of Education.

There will be no statistical significant difference for implementing ICT strategies among

Federal, State and Private Colleges of Education.

xxiv
 CHAPTER TWO

LITERATURE REVIEW

This chapter of the study reviews related literatures to the study. The review is

organized under the following section and subsections;

Conceptual Framework

Essence of Colleges of Education

Concept of ICT

Impact of ICT on Education

ICT and Colleges of Education

Theoretical Framework

The Behaviourist

The Constructivist

The Cognitivist

Empirical Studies

Studies on ICT

Studies on Location

Studies on Gender

Studies on Colleges of Education

Studies on ICT Implementation

xxv
Conceptual Framework

Essence of Colleges of Education

Teacher education is given prominence in the Nigerian education system. This stems

from the recognition of the fact that “no education system may rise above the quality of its

teacher...” (FRN, 2004; p.39). The importance of teacher education is further exemplified in

the goals of Nigeria teacher education as enunciated in section 6B (57) a-e, of the national

policy on education (FRN, 2004). The goals are to

(a) produce highly motivated conscientious and efficient classroom teachers for

all levels of our education system.

(b) encourage further the spirit of enquiring and creativity in teachers,

(c) help teachers to fit into social life of the community and the society at large

and enhance their commitment to national goals,

(d) provide teachers with intellectual and professional background adequate for

their assignment and make them adaptable to changing situations, and

(e) enhance teachers’ commitment to the teaching profession (p.39).

Information and communications technologies (ICTs) are new innovations within the

Nigerian school settings. Just like the previous innovations the national policy on education

(1998) anticipated such and thus recognized the need for teachers to be kept abreast of new and

emerging development which may impact on the school system or the work of the teacher.

Section 8B (74 & 75) of the national policy on education (FRN, 2004) noted inter alia.

74: Teacher education shall continue to take cognizance of changes of changes in the

methodology and in the curriculum. Teachers shall be regularly exposed to

innovations in their profession.

xxvi
 75: In-service training shall be developed an integral part of continuing

education and shall also take care of all inadequacies (p.34)

Teachers’ in-service was specifically to be encouraged for the up-grading of teacher

using educational broadcasting through radio, television and other means. This was again re-

emphasized in Teacher Registration Council Handbook (FRN, 2002) that “the best way to

raising standard of teachers is by means of constant in-service training to serving teachers”

(p.12). It is apposite of this point in time, to examine ICTs content of the present Nigeria

teacher education program.

In Nigeria, teacher education is provided in colleges of education, faculties and

Institutes of Education of universities, National Teachers Institute and schools of education of

polytechnics. The minimum qualification for teaching is Nigeria Certificate in Education

(NCE) (FRN, 2004). The National Universities Commission (NUC) the National for colleges

of Education (NCCE), and the National Board for Technical Education (NBTE), accredit

teacher education program offered in universities, colleges of education, and polytechnics,

respectively.

The need for teachers to be versatile in the use of ICTs in the contemporary knowledge

age is recognized by Nigerian teacher education institutions. The acceptance of the value of

ICTs in teaching and learning engendered the inclusion of components of ICTs in the Nigerian

teacher education program. For instance, pre-service teachers in Nigeria are expected to offer

at least 2 credits course(s) in ICT. These are GSE 107: Introduction to Computer Studies I and

GSE 108: Introduction to Computer Studies II for NCE students (NCCE, 2002). At the

University level the NUC benchmark for minimum academic standard prescribes that all

education student should offer EDU 304-ICT in Education as a 2 credits course (NUC, 2004).

xxvii
For GSE 107 and 108 and EDU 304, the content area include the meaning and types of

computer, historical development of computer, classification of computer, basic computer

operation, introduction to word processing, and so on.

While the inclusion of ICT is laudable, it should be noted, however, that the inclusion is

at best superficial when examined from the global perspective. The courses are still

inadequate for pre-service teachers to model good use of ICTs in education. What is available

presently are at best rudiments of basic knowledge and skill needed by a teacher in

contemporary knowledge age. Courses should not be aimed at making trainee teachers literate

in using the computer but they should be fluent in the use of and integration of ICTs in their

instruction.

They should be able to husband ICTs potentials to improve their own learning as life-

long learners and also be able to encourage their students to be avid users of ICTs for learning

and personal development. Student teachers need to be taught how to use a variety of

techniques and strategies for implementing ICTs effectively in their instruction (Frederickson,

1999). Programmes designed for in-service teachers could prepare them to keep abreast of

developments in the application of ICT in education so as to advance their profession

Just like the Moursund and Bielefeldt (1999) had noted in their report about ICTs in

American teacher education, the general teacher-training in Nigeria teacher training

institutions do not provide future teachers with the kind of experiences necessary to use

technology effectively in their classrooms. It is important for training institutions to provide

teacher with the requisite knowledge and skills to be able to use technology effectively. Since

new and practicing teachers will largely come in contact with new technologies they have no

xxviii
experience with, they will need to be taught how to approach and, master new technologies as

well as existing technologies already in the classroom (Willis, 2001).

Government recognized that the success of any education systems rise (and) fall on the

back of teachers. Thus, there need to be implementation strategies for in-service and pre-

service teachers to be comfortable in preparation for effective use of ICTs in their schools.

Concept of ICT

Information and communication technologies (ICT) is defined, as a "diverse set of

technological tools and resources used to communicate, and to create, disseminate, store, and

manage information” (Blurton 1999:46).

ICT implies the technology which consists of electronic devices

and associated human interactive materials that enable the user to
employ them for a wide range of teaching - learning processes in
addition to personal use (Ifinedo, 2006).

These technologies include computers, the Internet, broadcasting technologies (radio and

television), and telephony.

ICT for Fisher (2006) is that technology which uses the information to meet human

need or purposes including processing and exchanging." "Information and communications

technology (ICT) in education is the processing of information and its communications

facilities and features that variously support teaching, learning and a range of activities in

education."

The term ICTs encompass a range of rapidly evolving technologies and they include

telecommunication technologies (telephony, cable, satellite, TV and radio, computer-mediated

conferencing, video conferencing) as well as digital technologies (computers, information

xxix
networks (internet, World Wide Web, intranets and extranets) and software applications

(Chisenga, 2006).

While definitions of ICTs are varied, it might be useful to accept the definition provided

by United Nations Development Programme (UNDP) 2004:

ICTs are basically information-handling tools, a varied set of

goods, applications and services that are used to produce, store,
process, distribute and exchange information. They include the
‘old’ ICTs of radio, television and telephone, and the ‘new ’ ICTs of
computers, satellite and wireless technology and the Internet.
These different tools are now able to work together, and combine
to form our ‘networked world’ – a massive infrastructure of
interconnected telephone services, standardized computing
hardware, the internet, radio and television, which reach into
every corner of the globe’. When we talk of ICTs, we refer not only
to the latest computer and Internet based technologies, but also to
simple audio visual aids such as the transparency and slides, tape
and cassette recorders and radio; video cassettes and television;
and film (pg 175).

All these definitions combine Communication technology and Information technology

have thin line between them but cannot do away without each other. When these technologies

are applied to the field of education, it is termed as ICT in education. The term too can be used

to connote Educational technology because it also uses any hardware and software approaches

that can enhance yield better teaching and learning outcomes. Kent and Facer (2004) indicated

that school is an important environment in which students participate in a wide range of

computer activities, while the home serves as a complementary site for regular engagement in

a narrower set of computer activities. Increasingly, ICT is being applied successfully in

instruction, learning, and assessment.

ICT is considered a powerful tool for educational change and reform. A number of

previous studies have shown that an appropriate use of ICT can raise educational quality and

connect learning to real-life situations (Weert and Tatnall 2005; Lowther, 2008). As Weert and

xxx
Tatnall (2005) have pointed out, learning is an ongoing lifelong activity where learners change

their expectations by seeking knowledge, which departs from traditional approaches. As time

goes by, they will have to expect and be willing to seek out new sources of knowledge. Skills

in using ICT will be an indispensable prerequisite for these learners.

ICT tends to expand access to education. Through ICT, learning can occur anytime and

anywhere. Online course materials, for example, can be accessible 24 hours a day, seven days

a week. Teleconferencing classrooms allow both learner and teacher to interact simultaneously

with ease and convenience. Based on ICT, learning and teaching no longer depend exclusively

on printed materials. Multiple resources are abundant on the Internet, and knowledge can be

acquired through video clips, audio sounds, visual presentation and so on. Current research has

indicated that ICT assists in transforming a teaching environment into a learner-centered one

(Castro Sánchez and Alemán 2011). Since learners are actively involved in the learning

processes in ICT classrooms, they are authorized by the teacher to make decisions, plans, and

so forth (Lu, Hou and Huang 2010). ICT therefore provides both learners and instructors with

more educational affordances and possibilities. More specific benefits of using ICT in

education are described below.

Communication, which is a major component of ICT is a process by which people

exchange information or express their thoughts and feelings. ICT on the other hand has been

variously described. It can be described as a whole range of technologies involved in

information processing. It is a term used to describe technologies which receive record,

process, transmit and retrieve information. It is the handling and processing of information by

means of electronic and communication devices such as computer, camera, telephones etc. It is

the collection, processing, operating and controlling, public enlightenment and entertainment.

xxxi
It is believed to be the scientific method of sharing, exchanging and sending or moving such

technologies, all digital, but which include firbre-optics, laserdisc, pocket-switching, Direct

Broadcasting Satellite (DBS), and Digital Satellite System (DSS) multimedia technologies

(Nzewi, 2009). ICT is the convergence of computer networking and telecommunication to

process, store, retrieve and send information of all kinds.

xxxii
Impact of ICT on Education

The impact of the ICT on learning can be approached in different ways. There is no

single concept of learning through the use of ICT. Many different types can be envisaged:

computer assisted learning, web-learning, computer-classes, online training, distance

education, eLearning, virtual learning, digital training, etc. In this review, a broad view on ICT

and learning is taken. Consequently, its impact on the learning process should encompass not

only traditional learning outcomes but also the use of ICT by teachers, the organisational use

of ICT by education and teacher training institutions, and, last but not the least, the impact of

ICT-enabled education on, for instance, personal development, confidence and self-esteem.

Stephen (1995) submits that the use of information technology provides significant

benefits in work measurement, cost reduction, productivity improvement and better services to

teaching and learning. Actually it is availability which makes use possible and its use that

makes performance attainable. So, the combined effect of availability of information and

communication technologies can enhance the job performance of the schools. There is need for

all developed and developing nations of the world to take information and communication

technologies (ICTs) as tools that aid the enhancement of job performance of the staffs and

students through the application of the ICTs (Lancaster & Sandore, 1997; Siddique, 1997,

Chuene, 2000; Mphidi 2004; Rosenberg 2005).

Information and Communication Technologies (ICTs) enhance service provision to

library clientele. Librarians use ICTs to perform functions like cataloguing and classification,

serials management, collection management, budgeting, circulation management, referencing,

indexing and abstracting in order to improve information services to library users. However, it

has been observed that most academic librarians in Nigeria still struggle with manual library

xxxiii
operations. Consequently, library users show dissatisfaction and complain of poor information

services delivery by the academic librarians (Obajemu and Ibegwam, 2006).

ICT and Colleges of Education

Information and Communication Technologies (ICTs) are advances in technologies that

provide a rich global resource and collaborative environment for dissemination of ICT literacy

materials, interactive discussions, research information, and international exchange of ideas,

which are critical for advancing meaningful educational initiatives, training a high skilled labor

force, and understanding issues related to economic development. ICT highlight innovative

efforts and partnerships, ICT literacy and usage among in-service teachers and facilitate

interaction between pre-service teachers and their immediate and external learning spheres

(Yusuf, 2006). Colleges of Educations across the world have been adopting ICT teaching and

learning technologies in an effort to create an environment for both students and their

instructors to engage in collaborative learning and gain access to information (Ifinedo, 2006).

Access to information through ICT increases the information accessible to individuals to

support them in trying new strategies, thinking and creativity that are reflective in practice

aimed at engaging them to new teaching methods and usage of technology based instructional

materials for teaching and learning. (Ololube, 2006).

The pervasiveness of ICT has brought about rapid changes in technology and has

caused social, political, economic and educational transformation (Nwachukwu, 1994; Yusuf,

2005). Every nation invests heavily in higher education because it can produce unquantifiable

benefits for individuals, organizations and society as a whole. Education is provided through

formal and informal means. In formal settings the conventional (face-to-face instruction) and

xxxiv
distance education (offered with separation in terms of physical location of instructors and

students) have been used to provide educational opportunities to recipients. Open and distance

education, though not new in Nigeria, have been given much prominence recently.

Colleges of Education have not been unaffected by the penetrating influence of

information and communication technology. Unquestionably, ICTs have impacted the quality

and quantity of teaching, learning, and research in teacher training education. Therefore, ICT

provides opportunities for in-service and pre-service teachers, academic and non-academic

staff to communicate with one another more effectively during formal and informal teaching

and learning (Yusuf, 2005). For this reason, Colleges of Education need to effectively integrate

ICTs into their agenda, because the quality of teaching using ICTs to gain access to

information is known in virtually all countries to be a key predictor of quality student learning.

Therefore, effective manpower training is crucial using ICTs, because ICTs are tools that on

the one hand can facilitate human resources development and on the other hand, help In-

service teachers to take full advantage of the potentials of technology to enhance quality

student learning via distance education (UNESCO, 2003).

The need for teacher training is widely acknowledged. In-service teachers, pre-service

teachers, and other learning facilitators have to be given the knowledge, examples and time to

“adopt” ICT in their daily practice. Empowering in-service and pre-service teachers is

therefore fundamental (HELIOS 2006: 16; Cartelli, 2006).

One of the problems is that today's teachers need to learn to teach with digital

technologies while many of them have not been taught to do so. This prompted this study

which aims at providing strategies for the effective implementation of ICTs in Colleges of

Education.

xxxv
Theoretical Framework

This study is based on three theories; the Behaviourists, the Constructivists and Jean

Piaget’s Cognitive Development.

The Behaviourists: The work of the American Psychologist, B. F. Skinner has the most

influence amongst Behaviourists. Skinner believed that people can learn more effectively if

their environment is carefully controlled. He developed the principles of operant (behaviour)

conditioning which basically stated that: If the occurrence of an operant is followed by the

presentation of a reinforcing stimulus, the strength is increased (Skinner, 1972). This provides

the simple tactic of reinforcing the correct behaviour through reward and no action being taken

for a wrong behaviour. This led to the use of computers as teaching machines. Today many

educational computer programs depend on supplying a set of stimuli, which are more often

than not multimedia in nature, followed by the measurement of a response. This theory is

relevant to this research work since there are evidences from numerous researches that ICT can

help pupils to learn and teachers to teach effectively. ICT can also help to develop pupils’

thinking in a many ways including reasoning, understanding and creativity.

The Constructivists: Constructivism learning is based on students' active participation in

problem-solving and critical thinking regarding a learning activity which they find relevant and

engaging. They are "constructing" their own knowledge by testing ideas and approaches based

on their prior knowledge and experience, applying these to a new situation, and integrating the

new knowledge gained with pre-existing intellectual constructs.

The term refers to the idea that learners construct knowledge for themselves; each

learner individually (and socially) constructs meaning as he or she learns. Constructivism

xxxvi
according to Oluwafisayo (2010) “is learning whereby students construct their own knowledge

and meaning from information they already know”. To him, it is a learner-centered model of

learning. Under the constructivist theory students are assumed to learn better when they are

motivated to learn things themselves rather when they are told the information.

Furthermore, Oluwafisayo stated that ICT learning experiences are linked with the

constructivist theory because it is through the internet that students have access to massive

amounts of information in which they can use to determine their own path of learning. He also

state that this learning through the internet prepares students for their global existence, so

being able to use technology outside the classroom in their daily life to connect with others in

the wider community and around the world.

Another way constructivism relates to ICT learning is that constructivism is all about

the students being active learners. The effective use of ICT can help in the success of the

learning. Pupils can use ICT to find extra information and relate it to their prior knowledge

before constructing a new knowledge.

The Cognitivists: It was first developed by a Swiss developmental psychologist, Jean Piaget

(1896–1980). Piaget's theory of cognitive development is a comprehensive theory about the

nature and development of human intelligence. Piaget believed that one's experience plays a

vital and active role in the growth of intelligence, and that the learner learns through doing and

actively exploring. The theory of intellectual development focuses on perception, adaptation

and manipulation of the environment around them. It is primarily known as a developmental

stage theory, but in fact, it deals with the nature of knowledge itself and how humans come

gradually to acquire, construct, and use it. To Piaget, cognitive development was a progressive

xxxvii
reorganization of mental processes resulting from biological maturation and environmental

experience. Accordingly, he believed that learners construct an understanding of the world

around them, and then experience discrepancies between what they already know and what

they discover in their environment.

The relevance of this theory to this study is based on the ability of Teachers to build

meaningful activity using ICT tools such as Interactive WhiteBoard (IWB), MS Office and so

forth for the implementation of ICT tools to help achieve the required objective. Cognitivism

relies on both the teacher and the learner. While the teacher provides content and stated

objectives that leads to easy learning, the learner in the same vein comprehend what is taught

thereby construct new ideas in comparison with already existing knowledge or experience.

The usage and implementation of ICT tools in our higher institution of learning as

enshrined in the National Policy of Education (NPE 2004), revolve round in-service teachers

and pre-service teachers which is on one hand to use ICT tools in teaching process and the

other to learn methods and usage of various ICT tools in teaching.

Since the provision of ICT tools have been made, the challenges facing the usage of

ICT in Educational processes have been challenging thereby avoiding the achievement of the

Nation’s Educational goals and objectives. To this effect, this study proposes measures

(strategies) that will enhance the effective implementation of ICT in Educational processes.

xxxviii
Empirical Studies

This section of the study reviews empirical studies related to the study under

investigation. The empirical studies will be reviewed under the following headings;

Studies on ICT

Studies on Location

Studies on Gender

Studies on Colleges of Education

Studies on Implementation

Studies on ICT

A study conducted by Inibehe and Terunbur (2012) on ICT resource utilization,

availability and accessibility by teachers educators for instructional development in Colleges

of Education in Katstina-Ala, Benue State. A total of forty COE (Colleges of Education)

Katsina-Ala teacher educators from five (5) schools randomly selected formed the sample size

from a population of 287. The researchers adopted the Ex-post Facto research design and

formulated two research questions to guide the study. A researcher made instrument tagged

Information and Communication Technology Questionnaire (ICTRQ) was used for data

collection. The reliability co-efficient of the instrument was 0.71, which was used for data

collected. The data was subjected to analyses using frequencies and percentages.

The findings revealed that ICT resources were not available and for that reason, teacher

educators could not access them for the purpose of instructional development. Based on these,

it was recommended that the college authority should avail teacher educators in the institution

xxxix
with ICT resources and sponsor them on training and retraining programmes to produce ICT

compliant products.

The study relate to the present study in the area of ICT usage but with difference in the

area of availability

A research conducted on extent of availability and use of Information and

Communication Technology in the Teaching and Learning of Christian Religious Studies

(CRS) in JSS in Okpokwu LGA, Benue State, by Onoja and Odimuko (2014). The study was

carried out using a descriptive survey with five research questions. The population for the

study consisted of 100 CRS teachers in the junior secondary schools in the study area. The

instrument used for the study was questionnaire. Data generated were analyzed using

frequencies, percentages, mean and standard deviation.

The study revealed that the ICT facilities required for teaching and learning Christian

Religious Studies in Secondary schools in Okpokwu Local Government Area of Benue State

are scantly available, many problems hinder the use of ICT in teaching CRS in the study area

and that different strategies can be adopted for enhancing the use of ICT facilities in teaching

CRS in Secondary schools. Based on the findings, it was recommended among others that ICT

resources should be made available in Secondary schools in Okpokwu Local Government

Area. Government should fund the ICT facilities in secondary schools and in-service training;

workshop/conferences should be organized.

This study relates to the present study in the area of extent of ICT usage but with

difference in terms of scope. This present study covers the extent of ICT implementation.

A research conducted on The Utilization of ICT for quality instruction in Colleges of

Education by Ezugwu (2009). 270 lecturers were sampled for the study using simple random

xl
sampling. The instrument for data collection was questionnaire. The data collected for the

study were analyzed using mean. In this findings, it was revealed that the use of ICT facilities

to enhance learning suffered disuse as a very few lecturers utilized them. He also discovered

from his work that majority of the lecturers have no knowledge of ICT facilities.

This study relates in terms of availability and usage with the present study but differ in

extent of implementation.

Studies on Location

A study conducted by Anunobi (2014) on Information and Communication Technology

literacy level among student – teachers in universities in North Central Nigeria. This study

investigated the information and communication technology literacy level among student-

teachers in universities in north central Nigeria, as well as the influence of gender/areas of

specialization on the student teachers level of ICT literacy. The study was a descriptive survey

type. A total of 638 student-teachers were sampled using stratified random sampling technique.

Research question 1 was answered using mean, hypothesis 1 was tested using t-test, while

hypothesis 2 was tested using analysis of variance (ANOVA).

The findings of the research showed that university student-teachers in North Central

Nigeria are average in their level of ICT literacy. There was also no significant difference

established in the level of ICT literacy between male and female student-teachers and neither

was there any significant difference in the level of ICT literacy by student teachers in Arts,

Sciences, and Social Sciences. The implication of the findings is that there is need for

improvement in ICT literacy level of student-teachers to enhance efficient use of ICTs in the

discharge of their duties as professional teachers.

xli
 The study relates to the present study in terms of scope but differ in the location of the

study.

A study carried out by Oviawe and Oshio (2011) on impact of information and

communication technology on teaching and learning ability of education students in

Universities in Edo State. This study investigated the availability and utilization of Information

and Communication Technology (ICT) facilities by Teacher Educators for effective teaching

and learning in Nigerian Universities, using descriptive survey research design. The study

population consisted of all (128) Teacher Educators from the two public universities in Edo

State of Nigeria. Out of 128 Teacher Educators, 100 were selected using random sampling

technique. The instrument used for data collection was a questionnaire. The data collected

were analyzed using simple percentage and chi-square.

The findings revealed that ICT facilities which serve as a major contributor to effective

teaching and learning in teacher education programmes were not available. The study

recommends among others strategies for its (ICT) maximum utilization; and that ICT facilities

should be made available for effective teaching and learning of teacher education programmes.

The study relates with the present study in area of scope but differs in terms of

Location. This study covers south eastern Nigeria, precisely Enugu state and tends to study

colleges of Education rather than Universities.

Studies on Gender

A research carried out on a predictive study of pre – service teachers ’ gender, self-

concept, interest and attitude Towards Information and Communication Technology (ICT) in

Nigeria Colleges of Education by Adodo (2012). The study examines the combined

xlii
contribution computer self - concept, interest/attitude and gender of Nigerian Colleges of

Education pre-service teachers towards Information and Communication Technology (ICT).

Three instruments were used to collect data for the study. The sample consisted of 240 pre-

service teachers from the faculty of education of 5 Colleges of Education in the South Western

Nigeria used for the study. The data collected were analyzed using Correlation matrix and

multiple regression. The results were tested at 0.05 alpha levels.

The outcome of the study showed that two of the variables significantly predicted

independent variable. While there was no significant relationship between gender and self-

concept of pre-service teachers on ICT. The males had high self-concept than the females.

The study relates to the present study in area of gender, but with difference in scope as

the present study covers ICT implementation strategies.

A study conducted by Akande (2014) on Gender differences in information retrieval

skills and use of electronic resources among information professionals in South –western

Nigeria. The study investigated the gender differences in information retrieval skills and use of

electronic resources based on a sample of 175 information professionals surveyed in academic

libraries in South - western Nigeria. The sample was selected from a population of 250

information professionals using a simple random sampling technique. Data for the study were

collected by using structured questionnaire. Descriptive statistics of frequency counts, simple

percentages and inferential statistics of t-test and correlation analysis were used for data

analysis.

The findings did not reveal that gender differences exist between male and female

information professionals on the basis of acquisition of information retrieval skills. Similarly,

there was no statistically significant difference in respondents ’ use of electronic resources.

xliii
However, the study showed that male professionals revealed a slightly higher mean score on

their use of electronic resources. The paper discussed implications of these results on staff ’s

development and capacity building in library and information centres with respect to ICT skills

acquisition especially in a gender -sensitive environment.

The study relates with the present study in terms of gender area but differ in scope. This

study covers ICT implementation strategies

xliv
Studies on Colleges of Education

A study conducted on the availability and use of ICT in south-western Nigeria Colleges

of Education by Adedeji (2011). This study investigated the level of availability and use of

ICT in some South-western Nigeria Colleges of Education. The study revealed low level of

usage of ICT gadgets and non-availability of some ICT equipments. The data for the study

were gathered through a two page questionnaire administered to 200 respondents who were

accessible in the School of Education in all the Colleges of Education in the South-Western

part of Nigeria. In total, 180 questionnaires were retrieved which represents 90% return rate.

At the same time, the data were analyzed quantitatively using SPSS.

The results of the study on College of Education staff on the level of availability, use

and perception of the impact of ICT on teacher education revealed that there is a low level of

usage of ICT gadgets; non – availability of ICT equipment and that the respondents were

dissatisfied with the sluggish use and integration of ICT.

The study relates in terms of scope but with difference in area of location. The present

study covers Enugu State in south eastern Nigeria.

A research carried out on appraising the relationship between ICT usage and integration

and the standard of teacher education programs in a developing economy by Nwachukwu

(2006). In this study, the author presents a relatively detailed analysis of a research survey

conducted on the impact and uses of Information and Communication Technology (ICT) and

the issues that underlie the integration of ICT in teacher education programs in Nigeria. The

theme (ICT) is one of the variables tested on a study conducted by the researcher on “the

relationships between funding, ICT, selection processes, administration and planning and the

standard of teacher education in Nigeria.” The data for the study were gathered through a two

xlv
page questionnaire administered to 180 respondents who were accessible in the Faculties of

Education and School of Education of the selected institutions. In total, 154 questionnaires

were retrieved which represents 86% return rate. At the same time, the data were analyzed

quantitatively using SPSS.

The results of the survey on College of Education awareness of ICT on teacher

education in Nigeria suggested that the respondents were dissatisfied with the sluggish use and

integration of ICT in both the states and federal government owned institutions of higher

education in general and into teacher education programs in particular.

The study relates in terms of scope but differ in location. The present study focuses on

sample area and also the area of ICT implementation strategies among Federal, State and

Private Colleges of Education.

Studies on ICT implementation

A study carried out on ICT Techniques in Teaching for effective implementation of the

new nine years UBE curriculum by Obunadike (2009). The study investigated the effective

implementation of ICT in the new nine years UBE curriculum. The survey was based on four

research questions. A sample total of 3048 science and non-science teachers consisting of 551

science teachers from private primary and 823 science teachers from public junior secondary

schools, and 731 non-science teachers from private primary and 943 non-science teachers from

government owned junior secondary school from the six different educational zones in

Anambra State. A questionnaire titled “Implementing ICT Techniques in Teaching for

Effective Implementation of the New UBE Curriculum” was used for data collection. Data was

analyzed using mean ratings.

xlvi
 The Findings include that the schools did not have ICT course outlines specifying the

progressive topics to be learnt by primary and Secondary school students, science based

subjects which require the use of ICT for its effective teaching / learning are not being used. It

was recommended that teachers should not teach the use of ICT in education independently but

portraying its scientific nature correlating it with other conventional science subjects taught in

schools and that ICT based education courses should be structured into the school curriculum

so that it can be taught at different levels in logical and procedural sequence.

The study relates with the present topic in terms of effective ICT implementation but

differs in location and target group. This study covers the area of ICT implementation in

Colleges of Education.

A research conducted by Hana (2014) on towards successful implementation of ICT in

education with the advent of ICT. The researcher found out that many countries have

incorporated more technological tools in their educational system. Some research has

suggested that using ICT in instruction enables students to take a more active role in their

learning rather than their more traditional role of passive observer and listener. However, other

research shows that changes in classroom practices will not occur simply because ICT is more

available in the classroom unless it is used effectively. Facilitating the proper access to ICT

resources in classrooms is only one step in the process. Thus, calls have been made to pay

more attention to the way ICT has been implemented and how to achieve effective ICT

implementation. This paper focuses on the issues educators may need to consider when

pursuing effective implementation of ICT in education. It reviews relevant literature about the

successful use of ICT, articulating the barriers and the requirements to the effective use of ICT.

The findings indicate that ICT implementation should begin with the identification of an

xlvii
educational problem and deciding what students, teachers or schools want to achieve, not with

the provision of technology. Effective ICT implementation requires using ICTs as knowledge

construction tools rather than instructional tools. Furthermore, ICT becomes significant when

its use is linked to teachers visions and levels of knowledge.

This study relates to the present study in terms of ICT implementation but differs in the

area of location studied and target group.

Summary of Literature Review

From the various literatures reviewed as they concern the concept of the research study

which aims at defining strategies effective for the implementation of ICT in Colleges of

Education. It is obvious that in recent times, ICT cannot be overlooked as far as education is

concerned.

Review of the national policy of education shows that the outcome and impact of any

nation’s education, is solely dependent on the expertise, effectiveness and knowledge of the

teachers that coordinate the teaching and learning outcome. For this reason, teacher education

is given very much attention as stated in the policy; no education can rise above the quality of

its teachers. The essence of Colleges of education as enunciated in the national policy of

education for colleges of education is reviewed here to show the magnitude of importance

teacher education is to the development of Nigeria’s education system which is a determinant

factor of the social, economic, political, cultural and technological state of the society. Since

the nature of education is dynamic, it in same vain adopts and adapt to the changes in the

society to aid survival, continuity and sustainability.

xlviii
 The review of various literatures shows the need to adopt ICT into teaching and

learning process. ICT as a trending factor today provides new ways of making teaching and

learning in colleges of education more effective and gainful. The reviewed empirical studies on

ICT reveal that there are challenges that hinder the use and implementation of ICT in teacher

training as enshrined in the national policy of education range from human to material factors.

ICT in teacher education helps to facilitate faster teaching and learning process and also

creates avenue for pre-service teachers to get skills, knowledge as well as the methods of ICT

usage and implementation in education activities. The review of theories related to this study

shows the relationship between ICT and education and how ICT helps in-service teachers to

teach effectively and pre-service teachers learning comprehensibly.

In summary, the major difference between the study under investigation and previous

studies exists in the form of solutions being proffered to the numerous problems facing the

implementation of ICT in colleges of education and also the experimentations used to provide

solutions in order to checkmate its effect. This study therefore tends towards the experimenting

the strategies for the effective implementation of ICT in colleges of education in Enugu State.

xlix
 CHAPTER THREE

RESEARCH METHOD

This chapter presents the procedure adopted in this study under the following

subheadings: design of the study, area of the study, population of the study, sample and

sampling technique, instrument for data collection, validation of the instrument, reliability of

the instrument, method of data collection and method of data analysis.

Design of the Study

The design of this study is descriptive survey research design. Survey is a set of

questions administered on a large number of people to ascertain their attitude or opinion about

something. The design is appropriate because according to Nworgu (2006), it aims at

collecting data on and describing in a systematic manner the characteristics, features or facts

about a given population. Based on the procedure outlined for survey research design by

Nworgu (2006), this study employed the questionnaire survey research design in which

respondents were asked to supply written answers to questions. In this study, the researcher

aims at collecting relevant data on the implementation of ICT in Colleges of Education in

Enugu state.

Area of the Study

The area of study was Enugu State, South East zone of Nigeria, targeting three Colleges

of Education which are Federal College of Education, Eha-Amufu, Enugu State College of

Education, (Technical) and The College of Education, Nsukka. This area of study captures the

researchers’ interest following the point and diverse locations of these Colleges of Education in

l
Enugu State. This area of the study gave the researcher room to ascertain ICT implementation

strategies amongst these Colleges of Education.

Population of Study

The population of the study was 2,500 100 level pre-service teachers. Specifically 1200

pre-service teachers in Federal College of Education Eha-Amufu, 600 in Enugu State College

of Education, (Technical), 700 in The College of Education, Nsukka. (Data collected from

admission offices of the different Colleges of Education).

Sample and Sampling Technique

The sample size was 125 pre-service teachers from Federal College of Education, Eha-

Amufu, Enugu State College of Education, (Technical), The College of Education, Nsukka.

The sampling technique used for the study was the proportionate stratified random

sampling technique. This was to ensure greater representation of the relative population and

guarantee the minority constituents of the population are represented in the sample. From the

whole population, a sample of 5% was drawn in consonance with Nwana (2008) who indicated

that if the population was several thousands, a 5% or fewer samples would be used.

The 5% of 1,200 pre-service teachers in Federal College of Education, Eha-Amufu was

60, 5% of 600 pre-service teachers in Enugu State College of Education, (Technical) was 30

while 5% of pre-service teachers in The College of Education, Nsukka was 35. This gave a

sum total of 125.

Instrument for Data Collection

li
 The relevant data for this study was collected using a questionnaire entitled “ICT

Implementation Questionnaire” (ICTIQ). The questionnaire contained 51 items, which were

carefully structured to elicit responses from the respondents. The questionnaire consisted of

two parts, specifically part A and B. Part A was for Personal Data and contains variables like

Gender, Location and type of College of Education of the respondent, while part B has

clusters, structured to elicit information on strategies for the effective implementation of ICT

in Colleges of Education in Enugu State from the respondent. The clusters had rating scale of

Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD).

Validation for Instrument

The instrument for data collection for this study was face validated by three experts

from Department of Arts Education and the Department of Science Education, University of

Nigeria, Nsukka. These experts were requested to look at the researchers ’ instrument so as to

check the suitability for the study. The opinions of these experts enabled the researcher to

modify the instrument in line with the purpose of research questions that guided the study.

To ensure the validity of the instrument, a lecturer in the Department of Arts Education

suggested that research question 4 was not recommended to be retained. Rather from the

preliminary data, information would be sought on which items those in Federal, State and

Private Colleges of Education indicated are the strategies that may be effective. In his

comment likewise, he requested cluster D and E be merged. Another lecturer in the

Department of Arts Education commented that the instrument was valid if the corrections

given were effected, while a lecturer in the Department of Science Education requested that the

cluster D and E be merged. The issue of gender, location and school type should be captured in

lii
the demographic information or personal data in section A. he also suggested that the items

should capture both positive and negative questions.

Reliability of the Study

A pilot test was carried out to determine the reliability and suitability of the instrument

“ICT Implementation Questionnaire” (ICTIQ). Peaceland College of Education in Enugu

State was used for the pilot test due to its similarity in characteristics with the Colleges of

Education under study. Twenty (20) 100 level students were randomly selected and the IIQ

was administered. The statistics used for the internal consistency was the Cronbach ’s Alpha

reliability co-efficient. A reliability coefficient of 0.62 was obtained.

Method of Data Collection

The researcher used the validated instrument to collect the responses from the teachers

and students in Federal College of Education, Eha-Amufu, Enugu State College of Education,

(Technical) and The College of Education, Nsukka. The questionnaire was administered to the

125 sampled in-service teachers in the Colleges of Education of the study area. The researcher

was available to explain any point that the respondents did not understand to avoid their

misinterpretation of questions. On the spot, copies of the questionnaire were retrieved from the

respondents immediately to ensure 100% collection of the questionnaires.

Method of Data Analysis

The data when collected were be analyzed using mean scores. Mean scores were used in

answering the research questions. The standard for acceptance of rating scale of SA – Strongly

liii
Agree (3.50-4.49), A – Agree (2.50 – 3.49), D – Disagree (1.50 – 2.49) and SD – Strongly

Disagree (0.50 – 1.49), and the criterion mean was 2.50. This means that any item that had a

mean value of 2.50 and above was accepted while any item that had mean score of less than

2.50 was rejected.

liv
 CHAPTER FOUR

PRESENTATION OF DATA AND ANALYSIS OF RESULTS

This chapter presents results of data analysis based on five research questions and three

null hypotheses that guided the study. The data generated for this study was statistically

analyzed and presented in this chapter. Results were presented individually in tables for the

eight research questions and in group for the three hypotheses.

The statistical techniques for the data collected varied in accordance with the nature of

research questions and hypotheses. Tables, mean scores and standard deviations were

computed to answer the research questions 1 to 5. The mean below 2.5 was regarded as

“Reject” while a mean response on or above 2.5 were regarded as “Accept ”. By using the

Statistical Package for the Social Sciences (SPSS). Analysis of Variance (ANOVA) was used

to test hypotheses 1 to 3. The three null hypotheses were tested at 0.05 level of significance.

lv
Research Question 1

What is the extent of ICT implementation strategies in Colleges of Education in Enugu

State?

Table 1: Mean () Rating and Standard Deviation (SD) of respondents on the extent of ICT
implementation strategies in Colleges of Education in Enugu State. N = 125
Mean Std.
S/N Item Statements () Deviation Remark
1 There are ICT equipments for implementation in Colleges of
1.47 .655 REJECTED
Education in Enugu State
2 There low extent of ICT implementation by lecturers in
3.22 .694 ACCEPTED
Colleges of Education in Enugu State
3 ICT implementation is carried out in every academic functions
1.54 .629 REJECTED
in Colleges of Education in Enugu State
4 There is poor implementation of ICT in Colleges of Education
3.05 .851 ACCEPTED
in Enugu State
5
ICT implementation is hampered by the skills required for it 3.02 .902 ACCEPTED
6 The strategies adopted by lecturers to implement ICT in
3.32 .691 ACCEPTED
Colleges of Education in Enugu State is not effective
7 Students are trained on measures to effectively implement ICT
2.25 .800 REJECTED
in classroom
8 Teachers effectively implement ICT in classroom in Colleges of
1.52 .714 REJECTED
Education in Enugu State
9 ICT implementation is considered primarily for teachers on
2.01 .788 REJECTED
training in colleges of Education in Enugu State
10 ICT strategies when implemented will contribute positively to
2.59 1.025 ACCEPTED
teaching and learning
GRAND MEAN () =
2.4 REJECTED

Research Question 2

What is the influence of location on the implementation of ICT strategies in Colleges of

education in Enugu State?

Table 2: Mean () and Standard Deviation (SD) of respondents on the influence of location
on the implementation of ICT strategies in Colleges of Education in Enugu State.
N = 125

lvi
 Urban Std. Rural Std. Grand
S/N Item Statements Mean Devia Mean Devia Mean Remark
() tion () tion ()
1 Location influence the use of ICT personnel
for training of teachers for the implementation
3.43 .502 3.48 .502 ACCEPTED
strategies in Colleges of Education in Enugu 3.45
State
2 Power supply is a factor when ICT is to be
implemented in urban or rural Colleges of 3.37 .490 3.46 .584 3.41 ACCEPTED
Education in Enugu State
3 Power supply in Colleges of Education in
Enugu State rural area is a factor that limits the 3.09 .284 3.56 .500
implementation of ICT strategies. 3.32 ACCEPTED

4 Colleges of education in Enugu state urban

areas implement ICT strategies in classroom
3.46 .505 3.42 .807 ACCEPTED
than Colleges of Education in Enugu State 3.44
rural area
5 Location affects the supervision of Colleges of
Education in Enugu State by NCCE delegates 3.03 .618 3.60 .493
for ICT implementation strategy application 3.31 ACCEPTED

6 The implementation of ICT strategies in rural

area will increase the standard of Colleges of 3.37 .547 3.52 .502 3.44
Education in Enugu State ACCEPTED

7 Rural location of Colleges of Education in

Enugu State affect the skills for ICT 2.60 .847 3.31 .774 2.95 ACCEPTED
implementation strategies
8 Location of Colleges of Education in Enugu
influence students’ involvement in ICT 2.83 .618 3.39 .575 3.11 ACCEPTED
implementation in classroom
9 Location affect the increase in knowledge
about new ICT equipments for implementation 3.03 .664 3.49 .585 3.26
in Colleges of Education in Enugu State ACCEPTED

10 3
Good infrastructural facilities e.g good road
. 616
are needed for effective implementation of ICT 2.91 .919 3.41 ACCEPTED
4 3.16
in Colleges of Education in Enugu State
1
3.46 3.28 ACCEPTED
Cumulative Mean () = 3.11

lvii
Research Question 3

What is the influence of ICT strategies among males and females in Colleges of

Education in Enugu State?

Table 3: Mean () and Standard Deviation (SD) of respondents on the influence of ICT
strategies among males and females in Colleges of Education in Enugu State.
N = 125
Mean Std.
S/N Item Statements () Deviation Remark
1 Females adopts ICT strategies than males in Colleges
2.36 .588 REJECTED
of Education in Enugu State
2 Males adopt ICT strategies than females in Colleges
1.48 .643 REJECTED
of Education in Enugu State
3 ICT strategies influence males than females in
3.36 .700 ACCEPTED
Colleges of Education in Enugu State
4 ICT strategies influence females than males in
2.20 .672 REJECTED
Colleges of Education in Enugu State
5 Females are knowledgeable of ICT strategies than
2.40 .714 REJECTED
males
6 Males are knowledgeable of ICT strategies than ACCEPTED
3.34 .685
Females
7 Females are more in colleges of education so affect
ACCEPTED
ICT strategies in Colleges of Education in Enugu 3.08 .930
State
8 Males are more in colleges of education in Enugu
1.70 .833 REJECTED
state so affect ICT strategies
9 Gender is a factor when considering ICT
REJECTED
implementation in Colleges of Education in Enugu 1.29 .760
State
10 Female teachers implement ICT strategies than male
2.56 .545 ACCEPTED
teachers in Colleges of Education in Enugu State
Grand Mean () = 2.4 REJECTED

lviii
Research Question 4

What are the strategies for ICT implementation among the Federal, State and Private

Colleges of Education in Enugu State?

Table 4: Mean () Rating and Standard Deviation (SD) of respondents on the strategies
for ICT implementation among Federal, State and Private Colleges of Education in
Enugu State.
N = 125
Federal State Private Std. Grand
S/N Item Statements Mean Mean Mean Devia Mean Remark
() () () tion ()
1 Facilitate funding mechanisms for ICT
2.25 1.17 1.26 .720 1.56 REJECTED
implementation
2 Ensure suitability/readiness of school
environment/climate for incorporation 2.43 2.17 2.40 .601 2.33
REJECTED
of ICT
3 Foster constructive partnerships with
private sector and NGO organizations 2.35 3.47 3.46 .525 3.09
ACCEPTED
for ICT development
4 Adopt a prudent approach in the
procurement and management of ICT 3.53 2.27 2.51 .629 2.77
ACCEPTED
hardware and software
5 Ensure an effective maintenance and
2.38 2.33 1.60 .688 2.10
technical support mechanism. REJECTED
6 Encourage and support research on and
evaluation of the impact of ICT in the 2.48 2.23 2.54 .588
2.42 REJECTED
education system.
7 Effective use of ICTs in College
2.50 2.23 2.54 .641 2.42 REJECTED
Administration
8 Benchmarking other colleges 2.52 2.10 2.49 .673
2.37 REJECTED
9 Enhancing Partnership and
2.45 2.07 2.51 .643 2.34 REJECTED
Collaboration
10 Lack of willpower by management to
embrace ICT-revolution affect ICT
3.47 3.40 3.40 558 3.42 ACCEPTED
implementation in colleges of
education
Cumulative Mean () = 2.6 2.3 2.4 2.4 REJECTED

lix
Research Question 5

What are the strategies for the effective implementation of ICT in Colleges of

Education in Enugu State?

Table 5: Mean () and Standard Deviation (SD) of respondents on the strategies for the
effective implementation of ICT in Colleges of Education in Enugu State.
N = 125
Mean Std.
S/N Item Statements () Deviation Remark
1 Supervision should be carried out by NCCE to check for
3.46 .500
implementation of ICT in Colleges of Education ACCEPTED
2 Teachers and student should be trained and retrained in the
use of ICT for effective implementation of ICT in Colleges of 3.43 .558 ACCEPTED
Education in Enugu State
3 Government should give incentives for the use of ICT for full ACCEPTED
3.54 .501 <

implementation in Colleges of Education in Enugu State

4 Should ICT as a course be made compulsory for teachers and ACCEPTED
3.49 .736
students of Colleges of Education in Enugu State?
5 Workshops should be organized for teachers and students on
the need for ICT implementation in Colleges of Education in 3.62 .486 ACCEPTED
Enugu State
6 Students should be taught using ICT tools and given full
access to ICT in Colleges of Education in Enugu State as a ACCEPTED
3.51 .502
factor for the effective implementation of ICT when serve as
teachers
7 Teachers are to give students lessons on ICT implementation ACCEPTED
3.26 .842
on regular basis
8 Colleges of Education in Enugu State should organize inter- ACCEPTED
3.42 .556
class and unit debates on ICT for its mastery
9 Government should employ more ICT qualified teacher for
the effective implementation of ICT in Colleges of Education 3.51 .562 ACCEPTED
in Enugu State
10 ICT teaching methods and instructional materials should be
incorporated and used daily in teaching and learning activities 3.43 .587 ACCEPTED
in Colleges of Education in Enugu State
11 Supportive infrastructures such as electricity and
telecommunication services should be improved and 3.41 .697 ACCEPTED
adequately enhanced for effective services.
Grand Mean () = ACCEPTED
3.5

lx
HYPOTHESES

The three hypotheses were tested using analysis of variance. To test for these

hypotheses, Analysis of Variance (ANOVA) was used and the results shown in the table 6

below.

Table 6: Summary of Analysis of Variance (ANOVA) of Colleges location in the

implementation of ICT strategies in Colleges of Education.

Sum of Mean
Source Sources of Squares Df Square F Sig.
Variables
Location 3.37
Between Groups .833 1 .833 .069
3
Within Groups 30.367 123 .247
Total 31.200 124

Gender 9.01
Between Groups 7.092 1 7.092 .003
9
Within Groups 96.716 123 .786
Total 103.808 124

School 3.00
Type Between Groups 1.465 2 .733 .053
5
Within Groups 29.735 122 .244
Total 31.200 124

H01: Location will not be a statistically significant factor in the implementation of ICT

strategies in Urban and Rural Colleges of Education.

Data in table 6 shows that location would be a statistically significant factor in the

implementation of ICT strategies in urban and rural Colleges of Education. Where F = 3.373,

Df = 31.20; P = .069 > 0.05. The null hypothesis therefore was rejected indicating that there

lxi
was significant difference in location. This implied that urban and rural location of Colleges of

Education influences the strategies for the implementation of ICT in Colleges of Education.

H02: Gender will not be a statistically significant factor on the strategies for implementation of

ICT in Colleges of Education.

Data in table 7 shows that gender would not be a statistically significant factor in the

implementation of ICT strategies in Colleges of Education. Where F = 9.019, Df = 103.808; P

= .003 < 0.05. The null hypothesis therefore was accepted indicating that there was no

significant difference in gender. This implied that males and females do not influence the

strategies for the implementation of ICT in Colleges of Education.

H03: There will be no statistical difference for implementing ICT strategies among Federal,

State and Private Colleges of Education.

Data in table 8 shows that there would be statistically significant difference for

implementing ICT strategies among Federal, State and Private Colleges of Education. Where F

= 3.005, Df = 124; P = .053 > 0.05. The null hypothesis therefore was rejected indicating that

there was significant difference among Federal, State and Private Colleges of Education. This

implied that school type influence the strategies for implementing ICT in Colleges of

Education.

Summary of Results

Results presented in this chapter revealed the following:

The extent of ICT implementation strategies in Colleges of Education in Enugu State is not

effective.

lxii
Location was a significant factor in the implementation of ICT strategies in Colleges of

Education

Gender was not a significant difference in the strategies for the implementation of ICT.

There was significant difference in the strategies for ICT implementation among Federal, State

and Private Colleges of Education.

The strategies for the effective implementation of ICT in Colleges of Education is accepted

therefore would be effective if implemented.

lxiii
 CHAPTER FIVE

DISCUSSION OF FINDINGS, CONCLUSION, IMPLICATIONS,

RECOMMENDATIONS AND SUMMARY

In this chapter, the findings of the study based on the five research questions and three

hypotheses that guided the study were discussed.

The discussion is organized under the following subheadings:

Extent of ICT Implementation

Location and ICT Implementation

Gender and ICT Implementation

Colleges of Education and ICT Implementation

Extent of ICT Implementation

Data obtained and analyzed in this study show the extent of ICT implementation in

Colleges of Education is low. This finding is in consonance with other studies whereby survey

design was used to carry out the findings. Such studies include those of Obunadike (2009) and

Hana (2014). These studies show the low extent of ICT implementation in Education.

Obunadike (2009) for instance, found that schools did not have ICT course outlines specifying

the progressive topics to be learnt by students. For instance science based subjects which

require the use of ICT for its effective teaching and learning are not being used. . He

recommended that teachers should not teach the use of ICT in education independently but

portraying its scientific nature correlating it with other conventional science subjects taught in

schools and that ICT based education courses should be structured into the school curriculum

so that it can be taught at different levels in logical and procedural sequence. Hana (2014) in

lxiv
her findings indicated that ICT implementation should begin with the identification of an

educational problem and deciding what students, teachers or schools want to achieve, not with

the provision of technology. Effective ICT implementation requires using ICTs as knowledge

construction tools rather than instructional tools. Furthermore, ICT becomes significant when

its use is linked to teachers visions and levels of knowledge.

Location and Implementation

Data collected for this study on the influence of location on the implementation of ICT

strategies show that location of Colleges of Education in either urban or rural area influences

the strategies for implementing ICT. Research work of Anunobi (2014) on Information and

Communication Technology Literacy among student – teachers in University in North Central

Nigeria is in consonance with this study. The findings of the research showed that university

student-teachers in North Central Nigeria are average in their level of ICT literacy. There was

also no significant difference established in the level of ICT literacy between male and female

student-teachers and neither was there any significant difference in the level of ICT literacy by

student teachers in Arts, Sciences, and Social Sciences.

lxv
Gender and ICT Implementation

Data obtained and analyzed in this study show the influence of ICT strategies among

males and females in Colleges was rejected by the respondents. The null hypothesis tested on

the influence of gender on ICT strategies was accepted indicating that there was no significant

difference in gender and that male and female not influence the strategies for the

implementation of ICT in Colleges of Education. The finding is in consonance with other

studies such as Akande (2014) where a simple random sampling technique was used to carry

out the findings. The findings did not reveal that gender differences exist between male and

female information professionals on the basis of acquisition of information retrieval skills.

Similarly, there was no statistically significant difference in respondents ’ use of electronic

resources. However, the study showed that male professionals revealed a slightly higher mean

score on their use of electronic resources. The paper discussed implications of these results on

staff’s development and capacity building in library and information centres with respect to

ICT skills acquisition especially in a gender -sensitive environment. A research carried out by

Adodo (2012) where a correlation matrix and multiple regressions were used and the result

tested at 0.05 alpha levels. The findings of this study showed that there was no significant

relationship between both genders of pre-service teachers on ICT.

lxvi
Colleges of Education and ICT Implementation

Data collected for this study on Strategies for the Implementation of ICT in among

Federal, State and Private Colleges of Education show that the strategies adopted by the

various school types (Federal, State and Private) for ICT implementation are not effective to

stir the full utilization of ICT equipments in Colleges of Education in Enugu State. This study

is in consonance with other studies such as Nwachukwu (2006) and Adedeji (2011).

The results of Nwaachukwu’s survey on College of Education awareness of ICT on

teacher education in Nigeria suggested that the respondents were dissatisfied with the sluggish

use and integration of ICT in both the states and federal government owned institutions of

higher education in general and into teacher education programs in particular. While results of

Adedeji‘s study on College of Education staff on the level of availability, use and perception of

the impact of ICT on teacher education revealed that there is a low level of usage of ICT

gadgets; non – availability of ICT equipment and that the respondents were dissatisfied with

the sluggish use and integration of ICT.

Conclusion

Implementing the use of ICT is both challenging and rewarding. The arrival of digital

technologies in schools has impacted the roles and responsibilities of Colleges of Education in

significant ways. ICT has triggered demands for systematic changes in schools. Inevitably

school administrations and teachers feel the pressure to change and must find ways of

implementing and sustaining technological innovation (ICTs).

From the results obtained in the study on the Strategies for the Effective

Implementation of Information and Communication Technology (ICT) in Colleges of

lxvii
Education, it was found that that the strategies for the effective implementation of ICT in

Colleges of Education were not effective. Urban or rural location of Colleges of Education

however did significantly influence the strategies for the implementation of ICT in Colleges of

Education.

The influence of ICT strategies among males and females in Colleges of Education was

rejected. This shows that gender does not influence the strategies for the implementation of

ICT in Colleges of Education. The acceptance of the null hypothesis indicates that gender is

not a significant factor on the strategies for the effective implementation of ICT in Colleges of

Education.

However the strategies adopted for ICT implementation among Federal, State and

Private Colleges of Education are not effective to stir the full utilization of ICT equipment in

Colleges of Education. The hypothesis tested on the various school types and their strategies to

implement ICT show that there was no significant difference for implementing ICT strategies

among Federal, State and Private Colleges of Education.

The strategies for the effective implementation of ICT in Colleges of Education, in this

study would be effective if implemented.

lxviii
Implication of Study
This study would help to heighten the extent of ICTs implementation in Colleges of

Education in Nigeria in other to prepare teachers with emphasis placed on adequate knowledge

and application of ICT in teaching –learning process in their teacher education programmes.

There is also the urgent need for the training and re-training of all in-service teachers in

Colleges of Education on the use of ICT in classroom teaching. While the governments and

school administrations at Federal, State and Private levels should pay adequate attention to the

provision of ICT facilities in our various Colleges of Education in a bid to create an enabling

environment that could help the teachers to perform optimally.

The study revealed that location had a significant influence on the implementation of

ICT in Colleges of Education. This is as a result of many reason such as; good road facility for

in-service teachers and constituted ICT supervising team, adequate electricity distribution,

infrastructure and ICT equipments etc. The implication here is that Colleges of Education in

urban areas tends to have the required human and material resources to enhance the

implementation of ICT than those in the rural areas.

Recommendations

Based on the findings, the following recommendations are made;

Each College of Education should establish a central unit to serve as a clearinghouse for

information and projects regarding ICT implementation. Establishing this unit would help

in providing in-service and pre-service teachers with information about the availability of

ICTs innovations, instructional training, and support needed to implement the changes in

lxix
teaching methodology necessary to fully implement ICTs. This unit should also provide

sufficient and reliable technical support for in-service and pre-service teachers.

Training programs should be conducted throughout the academic year. These programs

should be provided by the central unit and designed to provide in-service and pre-service

teachers with “hand-on” workshops and seminars on integrating ICTs. These training

sessions should include not only workshops and tutorials but also collaboration between

experienced and non-experienced teachers. Thus, schools should encourage experienced

teachers to demonstrate to their peers how they are effectively integrating ICTs in

instruction based on their philosophy and pedagogy. This can be done through face-to-

face showcases or conferences in which teachers are given the opportunity to demonstrate

innovative learning-centered pedagogies that they had successfully implemented. This

training should be continuous periodically on computers and ICT skills acquisition

innovations.

The results showed that more than half of the respondents believe that lack of funding is

one of the greatest obstacles to fully implementing ICTs, followed by lack of support

from administrators and lack of access to technology. Thus, the Ministries of Education at

all levels should establish district-level ICTs implementation policies to ensure that

teachers interested in fully implementing ICTs in instruction are supported by the College

administration and provided with the technology needed to support such implementation

including computer labs and high-speed Internet access. These district-level ICTs policies

should also cover policies regarding incentives (e.g., monetary support and rewards)

copyright issues, promotion, and tenure.

lxx
Measures to drive in-service teachers to cultivate a positive attitude towards the

introduction and use of ICT products in Colleges of Education teaching and research.

Access to stable power supply must be put in place by the government. This will enhance

universal access to ICT.

There should be collaboration with national and international organizations like African

Virtual Open Initiatives and Resources (AVOIR) and among Colleges of Educations in

Nigeria. College of Education like Adeniran Ogunsanya College of Education

(AOCOED) has gone ahead in ICT applications could be understudied towards

implementation in other Colleges of Education.

Development and training of ICT experts specifically for instructional design and

development who will work in partnership with teachers

There should be a monitoring, inspection and evaluation division at all Colleges of

Education levels that will be responsible for ensuring that the ICT curricula are adhered

to and that the monies allocated for such purposes are not diverted and also to ascertain

that the right equipments are and delivered at the appropriate time.

lxxi
Limitation to the Study

The generalizations drawn from the study are subject to the following limitations:

Very few research works had been done on implementation of ICT in tertiary institutions in

Nigeria. This posed a great challenge to finding related materials for this study.

Suggestions for further Study

Based on the findings and limitations of this research, the study can be replicated using

a larger sample size. Similar study can be carried out using in-service teachers. Research

should be conducted to ascertain if there exists any committee(s) or group to oversee to the

strict implementation and utilization of ICT tools in Colleges of Education. Study should be

carried out to ascertain the ICT literacy level of in-service and pre-service teachers.

Summary of the Study

The study aimed at exploring the strategies for the effective implementation of

Information and Communication Technology in Colleges of Education. It in addition

investigated the influence of location, gender and school type (Federal, State and Private) on

the strategies for the effective implementation of ICT in Colleges of Education. To give a

sense of direction to the study, five research questions were asked and three hypotheses were

formulated.

The researcher reviewed many related literatures. Reviewed literatures showed among

other things that some works were done on ICT implementation but few on the strategies for

the effective implementation of ICT in Colleges of Education.

Stratified random sampling technique was used. The sample size consists of 125 pre-

service teachers from Federal College of Education, Eha-Amufu (60), Enugu State College of

lxxii
Education, (Technical) (30), The College of Education, Nsukka (35). Being the 5% of 2,500

target population.

The instrument used for data collection was a questionnaire entitled “ICT Implementation

Questionnaire” (ICTIQ). The instruments were validated by one lecturer from Educational

Curriculum, one from Educational Measurement and Evaluation and one lecturer from

Language Education, all in the University of Nigeria, Nsukka. The instrument was tested and a

reliability coefficient estimate of 0.62 was obtained. The data generated from the study were

analyzed using mean and standard deviation (SD) and Analysis of Variance (ANOVA) was

used to test all the hypotheses at 0.05 level of significance.

From the analysis done, it was observed that ICT had not been fully implemented in

Colleges of Education and this have been the reason why it required optimum utilization and

contributing to the educational objective is low.

However, government, curriculum planners, in-service and pre-service teachers are encouraged

to do their best in the implementation of ICT teaching and learning as this will help to place

the educational system at same level with that of other nations of the world and in turn aid to

achieve the national goals and objectives of the federation.

REFERENCES

Anderson, N. & Baskin, C. (2002). Can we leave it to chance? New learning technologies and
the problem of professional competence. International Education Journal, 3 (3), 126
– 137 (Electronic Version), retrieved June 3rd, 2015, from http://iej.cjb.net/
Atureta, A. (2011). Reviewing the benefits of ICTs in the Nigerian educational system.
(Agbetuyi, P. A Oluwatayo, J. A.. 2012 Information and Communication Technology
(ICT) in Nigerian Educational System)
Blurton, C. 1999. Chapter 2: New directions in education. In: UNESCO's World
communication and information 1999-2000. Paris:UNESCO: 46-61 Yacob H Factors

lxxiii
 Affecting Information and Communication Technologies (ICTs) Use by Academic
Librarians in Southwestern Nigeria

Cartelli, A. (ed.) (2006) “Teaching in the Knowledge Society: New skills and instruments for
teachers”, Information Science Publishing: Hershy, USA & London, UK.
Castro Sánchez, J. J. and Alemán, E. C., 2011. Teachers ’ opinion survey on the use of ICT
tools to support attendance-based teaching. Journal Computers and Education, vol.
56, 911-915.
Chisenga, J. 2006. Information and communication Technologies: Opportunities and
Challenges For National and University Libraries in Eastern, Central and Southern
Africa. Keynote paper presented at the standing conference of African National and
University libraries of Eastern, Central and Southern Africa (SCANUL-ECS), The
courtyard Hotel, Dar es Salaam, Tanzania, 9-10 July 2006

Federal Government of Nigeria (2004). National policy on education. Revised Edition. Federal
Ministry of Education, Abuja, Nigeria.
Federal Republic of Nigeria (2001). Nigerian national policy for information technology.
Abuja: NITDA. Retrieved 23rd of January, 2004, from
http://www.nitda.gov.ng/docs/policy/ngitpolicy.pdf
Federal Republic of Nigeria (2002). Teacher registration council handbook. Abuja: Author.
Federal Republic of Nigeria (2004). National policy on education (4th ed.). Lagos: NERDC.
Fisher, T.; Higgins, C.; Loveless, A. (2006) “Teachers Learning with Digital Technologies: A
Review of Research and Projects”, Futurelab Report Series 14, Bristol: Futurelab.
http://www.futurelab.org.uk/
Fredrickson, S. (1999). Behind the curve in teacher preparation. How schools and colleges of
education should be preparing their pre-service teachers to using instructional
technology. Journal of Information Technology Impact, 1 (2), 73 – 80 (Electronic
Version), retrieved December 15th, 2004, from
http://www.jiti.com/v1n2/fredrickson.pdf
HELIOS (2006) “HELIOS Yearly Report 2005-2006” edited by Aceto, S., Delrio, C. & Dondi,
Cl., MENON Network EEIG, Brussels. http://www.education observatories.net/helios
Ifinedo, P. (2006). Acceptance and learning technologies (WLT) among university students in
a Baltic country. The Journal of Information Systems in Developing Countries, 23(6),
1-20.
International Society for Technology in Education (1999). Society for Technology and Teacher
Education position paper statement of basic principle and suggested action (SITE
Ames White Paper). Retrieved September 15th, 2004, from
http://www.aace.org/site/SITEstatement.htm

lxxiv
Kent, N. and Facer, K. 2004., Different worlds? A comparison of young people ’s home and
school ICT use. Journal of Computer Assisted Learning, vol. 20, pp.440-455.
Kirschner, P. & Davis, N. (2003). Pedagogic benchmark for information and communication
technology in teacher education. Technology, Pedagogy, and Education, 12 (1), 125 –
147 (Electronic Version), retrieved December 23rd, 2003, from
http://www.triangle.co.uk/jit/index.htm
Lowther, D. L., Inan, F. A., Strahl, J. D. and Ross, S. M., 2008. Does technology integration
work when key barriers are removed?. Educational Media International, vol. 45,
pp.195-213.
Lu, Z., Hou, L and Huang, X., 2010. A research on a student-centered teaching model in an
ICTbased English audio-video speaking class. International Journal of Education and
Development using Information and Communication Technology, vol. 6, pp.101-123.
Moursund, D. & Bielefeldt, T, (1999). Will new teachers be prepared to teach in a digital
age? Milken Family Foundation. Retrieved February 2nd, 2004, from
http://www.mff.org/pubs/ME154.pdf
Mphidi, H. 2004.Digital Divide or Digital Exclusion? The Role of Libraries in Bridging the
Digital Divide. Conference imparted LIASA Seventh Annual Conference. Pretoria:
LIASA.Retrieved June 11th 2014 from:
http://www.liasa.org,.za/conference/conference2004/papers/LISA_conferene_2004_M

National Commission for Colleges of Education (NCCE, 2002). Minimum academic standard:
Education. Abuja: Author
National Universities Commission (NUC, 2004). Draft benchmarks and minimum academic
standard. Abuja: Author.
Nwachukwu, M. A. (1994). Development of information technology in Nigeria. In Drew, E. P.
& Foster, F. G. (Eds) Information technology in selected countries. Tokyo: The
United Nations University.
Nwana, O.C. (2006). Introduction to Education Research. Ibadan: Heiiinemann

Nworgu, B. G (2006). Educational Research: Basic Issues and Methodology, Enugu:

University Trust Publishers
Obajemu, A.S. and Ibegwam, A. 2006. A Survey of Librarians' Attitudes to Training
Programmes on ICT application to Cataloguing and Classification Workshops in
Nigeria. African Journal of Library, Archives and Information Science 6.1:19-271.

Okwudishu, C. H. (2005). Awareness and use of information and communication technology

(ICT) among village secondary school teachers in Aniocha South Local Government
Area of Delta State, Abraka. . (Agbetuyi, P. A Oluwatayo, J. A.. 2012 Information
and Communication Technology (ICT) in Nigerian Educational System)
lxxv
Ololube N. P. (2006). The Impact of Professional and Non-professional Teachers ’ ICT
Competencies in Secondary Schools in Nigeria. Journal of Information Technology
Impact Vol. 6(2), 101-118.
Pearson, J, (2003). Information and communications technologies and teacher education in
Australia. Technology, Pedagogy, and Education, 12 (1), 39 - 58 (Electronic Version),
retrieved March 23rd, 2015, from http://www.triangle.co.uk/jit/index.htm
Rosenberg, D.2005.Towards the Digital Library: Findings of an Investigation to Establish the
Current Status of University Libraries in Africa. Oxford: International Network for the
Availability of Scientific Publications.[online].Available
www:http://www.inasp.info/pubs/INASPdigitallib.pdf (Accessed March 31,2006)

Selinger, M. & Austin, R. (2003). A comparison of the influence of government policy on

information and communication technology for teacher training in England and
Northern Ireland. Technology, Pedagogy, and Education, 12 (1), 19 – 38 (Electronic
Version), retrieved December 23rd, 2003, from http://www.triangle.co.uk/jit/index.htm
Siddiqui, M. A. 1997. The Use of Information Technology in Academic Libraries in Saudi
Arabia. Journal of Librarianship and information Science. 29.4:195 – 204.

UNDP (2004). Creating a Development Dynamic: Final Report of the Digital Opportunity
Initiative m http://www.undp.org May 2006).
UNESCO, (2003). “Manual for Pilot Testing the Use of Indicators to Assess Impact of ICT
Use in Education.” Retrieved 1/05/2015 from
http://www.unescobkk.org/education/ict/resource
Watson, G. (2001). Models of Information technology teacher professional development that
engage with teachers’ hearts and minds. Journal of Information Technology for
Teacher Education, 10 (1 & 2), 179 – 190 (Electronic Version), retrieved December
23rd, 2003 http://www.triangle.co.uk/jit/index.htm
Weert, T. V. and Tatnall, A., 2005. Information and Communication Technologies and Real-
Life Learning: New Education for the New Knowledge Society, Springer, New York.
Williams, K. (2003). Literacy and computer literacy: Analysing the NRC ’s being fluent with
information technology. The Journal of Literacy and Technology, 3 (1). ), retrieved
January 2nd, 2004, from http:// www.literacyandtechnology.org/v3n1/williams.htm
Willis, J. (2001). Foundational assumptions for information technology and teacher education.
Contemporary Issues in Technology and Teacher Education, 1 (3), retrieved June 3rd,
2015, from http://www.citejournal.org/vol1/iss3/editorials/article1.htm
Yusuf, M. O. (2005). Information and Communication Technologies and Education:
Analyzing the Nigerian National Policy for Information Technology. International
Education Journal 6(3), 316-321.

lxxvi
 APPENDIX A
VALIDATION OF INSTRUMENT
UNIVERSITY OF NIGERIA, NSUKKA
DEPARTMENT OF ARTS EDUCATION
(HISTORY EDUCATION)

Dear Sir/Madam/Ms./Miss,

REQUEST FOR FACE VALIDATION OF RESEARCH INSTRUMENT

I am an undergraduate student of the Department of Arts Education (Ed/History), University of
Nigeria, Nsukka. I am undertaking a research on “Strategies for the Effective Implementation of
Information and Communication Technology in Colleges of Education in Enugu State”.
The main purpose of the study is to investigate the strategies for the effective implementation
of ICT in colleges of education. Specifically, the study seeks to:
Identify the extent of ICT implementation strategies in Colleges of Education in Enugu State;
Find out the influence of location on the implementation of ICT strategies in Colleges of education in
Enugu State;
Gender on the implementation of ICT in Colleges of Education in Enugu State.
Determine the strategies for ICT implementation among the Federal, State and Private Colleges of
Education in Enugu State.
Strategies for the effective implementation of ICT in Colleges of Education in Enugu State
The following research questions were formulated to guide the study:
What is the extent of ICT implementation strategies in Colleges of Education in Enugu State?
What is the influence of location on the implementation of ICT strategies in Colleges of education in
Enugu State?
What is the influence of ICT strategies among males and females in Colleges of Education in Enugu
State?
What are the strategies for ICT implementation among the Federal, State and Private Colleges of
Education in Enugu State?
What are the strategies for the effective implementation of ICT in Colleges of Education in Enugu
State
I humbly appeal for your assistance in the face validation of my research instrument. You are also
requested to vet the instrument in terms of the following:
Clarity of items
Simplicity of vocabulary
Relevance of items to study
Total coverage for use in the collection of data for the study
You are also requested to express comments and suggestions for improving the quality of the
instruments.

Attached is a draft copy of the instruments.

Yours faithfully
______________________
Okparaugo Obinna Joseph

lxxvii
 APPENDIX B

QUESTIONNAIRE

History Education Unit,

Department of Arts Education,
Faculty of Education,
University of Nigeria,
Nsukka.
15th August, 2015.

Dear Respondent,

REQUEST FOR THE COMPLETION OF RESEARCH QUESTIONNAIRE

I am a final year student of the above mentioned institution and department conducting a

research work title; Strategies for the Effective Implementation of ICT in Colleges of Education in

Enugu State. This study is in partial fulfillment of the requirement for the reward of Bachelors in Arts

Education (B.A.Ed) in History Education, University of Nigeria, Nsukka.

Kindly fill the attached questionnaire in order to provide me with necessary information needed

for the completion of this research work which is primarily for academic use. I promise to treat all

information provided as confidential.

Thanks in anticipation for your cooperation.

Yours faithfully,

__________________________
Okparaugo Obinna Joseph

lxxviii
 PART A
PERSONAL DATA INSTRUCTION
Please tick (√) on the box as it applies to you.
Gender: Male Female
Location: Urban Rural
School Type: Federal State Private

PART B
ICT IMPLEMENTATION QUESTIONNAIRE (IIQ)
SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree
Instruction: please read the question in section A – E, and tick (√) the option you seem appropriate in
the spaces provided below as follows:

CLUSTER A
Extent of ICT implementation strategies in Colleges of Education in Enugu State
S/N ITEM STATEMENTS SA A D SD
1 There are ICT equipments for implementation in colleges of
education in Enugu state
2 There low extent of ICT implementation by lecturers in
Colleges of Education in Enugu State
3 ICT implementation is carried out in every academic functions
in Colleges of Education in Enugu State
4 There is poor implementation of ICT in Colleges of Education
in Enugu State
5 ICT implementation is hampered by the skills required for it
6 The strategies adopted by lecturers to implement ICT in
colleges of education in Enugu state is not effective
7 Students are trained on measures to effectively implement ICT
in classroom
8 Teachers effectively implement ICT in classroom in Colleges of
education in Enugu state
9 ICT implementation is considered primarily for teachers on
training in colleges of education in Enugu state
10 ICT strategies when implemented will contribute positively to
teaching and learning

CLUSTER B
Influence of location on the implementation of ICT strategies in colleges of education in Enugu
state
S/N ITEM STATEMENTS SA A D SD
1 Location influence the using of ICT personnel for training of
teachers for the implementation strategies in colleges of
education in Enugu state
2 Power supply is a factor when ICT is to be implemented in

lxxix
S/N ITEM STATEMENTS SA A D SD
urban or rural colleges of education in Enugu state
3 Power supply in colleges of education in Enugu state rural areas
is a factor that limits the implementation of ICT strategies.
4 Colleges of education in Enugu state urban areas implement
ICT strategies in classroom than colleges of education in Enugu
state rural area
5 Location affects the supervision of colleges of education in
Enugu state by NCCE delegates for ICT implementation
strategy application
6 The implementation of ICT strategies in rural area will increase
the standard of Colleges of Education in Enugu State
7 Rural location of colleges of education in Enugu state affect the
skills for ICT implementation strategies
8 Location of colleges of education in Enugu influence students’
involvement in ICT implementation in classroom
9 Location affect the increase in knowledge about new ICT
equipments for implementation in Colleges of Education in
Enugu State
10 Good infrastructural facilities e.g good road are needed for
effective implementation of ICT in Colleges of Education in
Enugu State

CLUSTER C
The influence of ICT strategies among males and females in Colleges of Education in Enugu
State
S/N ITEM STATEMENTS SA A D SD
1 Females adopts ICT strategies than males in Colleges of
Education in Enugu State
2 Males adopt ICT strategies than females in Colleges of
Education in Enugu State
3 ICT strategies influence males than females in Colleges of
Education in Enugu State
4 ICT strategies influence females than males in Colleges of
Education in Enugu State
5 Females are knowledgeable of ICT strategies than males
6 Males are knowledgeable of ICT strategies than females
7 Females are more in colleges of education so affect ICT
strategies in Colleges of Education in Enugu State
8 Males are more in colleges of education in Enugu state so
affect ICT strategies
9 Gender is a factor when considering ICT implementation in
Colleges of Education in Enugu State
10 Female teachers implement ICT strategies than male teachers
in Colleges of Education in Enugu State

lxxx
CLUSTER D
Strategies for ICT implementation among the Federal, State and Private Colleges of Education
in Enugu State
S/N ITEM STATEMENTS SA A D SD
1 Facilitate funding mechanisms for ICT implementation
2 Ensure suitability/readiness of school environment/climate
for incorporation of ICT
3 Foster constructive partnerships with private sector and
NGO organizations for ICT development
4 Adopt a prudent approach in the procurement and
management of ICT hardware and software
5 Ensure an effective maintenance and technical support
mechanism.
6 Encourage and support research on and evaluation of the
impact of ICT in the education system.
7 Effective use of ICTs in college Administration
8 Benchmarking other colleges
9 Enhancing Partnership and Collaboration
10 lack of willpower by management to embrace ICT-
revolution affect ICT implementation in colleges of
education

CLUSTER E
Strategies for the effective Implementation of ICT in Colleges of Education in Enugu State
S/N ITEM STATEMENTS SA A D SD
1 Supervision should be carried out by NCCE to check for
implementation of ICT in colleges of education
2 Teachers and student should be trained and retrained in the
use of ICT for effective implementation of ICT in colleges
of education in Enugu state
3 Government should give incentives for the use of ICT for
full implementation in colleges of education in Enugu state
4 Should ICT as a course be made compulsory for teachers
and students of colleges of education in Enugu state?
5 Workshops should be organized for teachers and students on
the need for ICT implementation in colleges of education in
Enugu state
6 Students should be taught using ICT tools and given full
access to ICT in colleges of education in Enugu state as a
factor for the effective implementation of ICT when serve as
teachers
7 Teachers are to give students lessons on ICT implementation
on regular basis
8 Colleges of education in Enugu state should organize inter-
class and unit debates on ICT for its mastery
9 Government should employ more ICT qualified teacher for

lxxxi
S/N ITEM STATEMENTS SA A D SD
the effective implementation of ICT in colleges of education
in Enugu state
10 ICT teaching methods and instructional materials should be
incorporated and used daily in teaching and learning
activities in colleges of education in Enugu state
11 Supportive infrastructures such as electricity and
telecommunication services should be improved and
adequately enhanced for effective services.

lxxxii
 APPENDIX C

RELIABILITY TABLE

Scale: ALL VARIABLES

Case Processing Summary
N %
Valid 20 100.0
a
Cases Excluded 0 .0
Total 20 100.0

Reliability Statistics
Cronbach's Alpha N of Items
.616 51

Scale Statistics
Mean Variance Std. Deviation N of Items
157.20 38.695 6.221 51

TABLE SHOWING 5% OF EACH POPULATION

Names of Colleges of Education Total no. of Sample of pre 5%

S/N pre-service pre-service teachers
teacher
1 Federal College of Education, Eha-Amufu 1,200 60
2 Enugu state college of education, technical 600 30
3 The college of education, Nsukka 700 35
Total 2,500 125

lxxxiii
 APPENDIX D

CALCULATION OF MEAN AND STANDARD DEVIATION

Descriptive Statistics
Std.
ITEMS N Mean Deviation
There are ICT equipments for implementation in colleges of
125 1.47 .655
education in Enugu state
There low extent of ICT implementation by lecturers in Colleges of
125 3.22 .694
Education in Enugu State
ICT implementation is carried out in every academic functions in
125 1.54 .629
Colleges of Education in Enugu State
There is poor implementation of ICT in Colleges of Education in
125 3.05 .851
Enugu State
ICT implementation is hampered by the skills required for it 125 3.02 .902
The strategies adopted by lecturers to implement ICT in colleges of
125 3.32 .691
education in Enugu state is not effective
Students are trained on measures to effectively implement ICT in
125 2.25 .800
classroom
Teachers effectively implement ICT in classroom in Colleges of
125 1.52 .714
education in Enugu state
ICT implementation is considered primarily for teachers on training
125 2.01 .788
in colleges of education in Enugu state
ICT strategies when implemented will contribute positively to
125 2.59 1.025
teaching and learning
Valid N (listwise) 125
[DataSet0] C:\Documents and Settings\Okparaugo Ifeanyi\Desktop\My Analysis.sav

lxxxiv
 Descriptive Statistics

Urban Std. Rural Std.

ITEMS Mean Deviation Mean Deviation
Location influence the using of ICT personnel for training
of teachers for the implementation strategies in colleges 3.43 .502 3.48 .502
of education in Enugu state
Power supply is a factor when ICT is to be implemented
3.37 .490 3.46 .584
in urban or rural colleges of education in Enugu state
Power supply in colleges of education in Enugu state rural
areas is a factor that limits the implementation of ICT 3.09 .284 3.56 .500
strategies.
Colleges of education in Enugu state urban areas
implement ICT strategies in classroom than colleges of 3.46 .505 3.42 .807
education in Enugu state rural area
Location affects the supervision of colleges of education
in Enugu state by NCCE delegates for ICT 3.03 .618 3.60 .493
implementation strategy application
The implementation of ICT strategies in rural area will
increase the standard of Colleges of Education in Enugu 3.37 .547 3.52 .502
State
Rural location of colleges of education in Enugu state
2.60 .847 3.31 .774
affect the skills for ICT implementation strategies
Location of colleges of education in Enugu influence
students’ involvement in ICT implementation in 2.83 .618 3.39 .575
classroom
Location affect the increase in knowledge about new ICT
equipments for implementation in Colleges of Education 3.03 .664 3.49 .585
in Enugu State
Good infrastructural facilities e.g good road are needed
for effective implementation of ICT in Colleges of 2.91 .919 3.41 .616
Education in Enugu State

[DataSet0] C:\Documents and Settings\Okparaugo Ifeanyi\Desktop\My Analysis.sav

Descriptive Statistics
N Mean Std.
ITEMS Deviation
Females adopts ICT strategies than males in Colleges of Education in Enugu State 125 2.36 .588

lxxxv
 Descriptive Statistics
Males adopt ICT strategies than females in Colleges of Education in Enugu State 125 1.48 .643
ICT strategies influence males than females in Colleges of Education in Enugu State 125 3.36 .700
ICT strategies influence females than males in Colleges of Education in Enugu State 125 2.20 .672
Females are knowledgeable of ICT strategies than males 125 2.40 .685
Males are knowledgeable of ICT strategies than Females 125 3.34 .714
Females are more in colleges of education so affect ICT strategies in Colleges of
125 3.08 .930
Education in Enugu State
Males are more in colleges of education in Enugu state so affect ICT strategies 125 1.70 .833
Gender is a factor when considering ICT implementation in Colleges of Education in
125 1.29 .760
Enugu State
Female teachers implement ICT strategies than male teachers in Colleges of
125 2.56 .545
Education in Enugu State
Valid N (listwise) 125
[DataSet0] C:\Documents and Settings\Okparaugo Ifeanyi\Desktop\My Analysis.sav

Descriptive Statistics
Federal State Private Std.
ITEMS Mean Mean Mean Deviation
Facilitate funding mechanisms for ICT implementation 2.25 1.17 1.26 .720
Ensure suitability/readiness of school environment/climate for
2.43 2.17 2.40 .601
incorporation of ICT
Foster constructive partnerships with private sector and NGO
2.35 3.47 3.46 .525
organizations for ICT development
Adopt a prudent approach in the procurement and management of ICT
3.53 2.27 2.51 .629
hardware and software
Ensure an effective maintenance and technical support mechanism. 2.38 2.33 1.60 .688
Encourage and support research on and evaluation of the impact of ICT
2.48 2.23 2.54 .588
in the education system.
Effective use of ICTs in College Administration 2.50 2.23 2.54 .641
Benchmarking other colleges 2.52 2.10 2.49 .673
Enhancing Partnership and Collaboration 2.45 2.07 2.51 .643
Lack of willpower by management to embrace ICT-revolution affect
3.47 3.40 3.40 558
ICT implementation in colleges of education
[DataSet0] C:\Documents and Settings\Okparaugo Ifeanyi\Desktop\My Analysis.sav
FEDERAL
Descriptive Statistics
ITEMS N Mean Std.
Deviation
Facilitate funding mechanisms for ICT implementation 60 3.25 .628
Ensure suitability/readiness of school environment/climate for incorporation of ICT 60 3.43 .500
Foster constructive partnerships with private sector and NGO organizations for ICT development 60 3.35 .515
Adopt a prudent approach in the procurement and management of ICT hardware and software 60 3.53 .503
Ensure an effective maintenance and technical support mechanism. 60 3.38 .783
Encourage and support research on and evaluation of the impact of ICT in the education system. 60 3.48 .537
Effective use of ICTs in college Administration 60 3.50 .504
Benchmarking other colleges 60 3.52 .504
Enhancing Partnership and Collaboration 60 3.45 .502
Lack of willpower by management to embrace ICT-revolution affect ICT implementation in colleges
60 3.47 .503
of education

lxxxvi
 Descriptive Statistics
Valid N (listwise) 60

STATE
Descriptive Statistics
ITEMS N Mean Std.
Deviation
Facilitate funding mechanisms for ICT implementation 30 3.17 .874
Ensure suitability/readiness of school environment/climate for incorporation of ICT 30 3.17 .834
Foster constructive partnerships with private sector and NGO organizations for ICT development 30 3.47 .571
Adopt a prudent approach in the procurement and management of ICT hardware and software 30 3.27 .907
Ensure an effective maintenance and technical support mechanism. 30 3.33 .661
Encourage and support research on and evaluation of the impact of ICT in the education system. 30 3.23 .728
Effective use of ICTs in college Administration 30 3.23 .935
Benchmarking other colleges 30 3.10 .995
Enhancing Partnership and Collaboration 30 3.07 .907
Lack of willpower by management to embrace ICT-revolution affect ICT implementation in colleges
30 3.40 .724
of education
Valid N (listwise) 30

PRIVATE
Descriptive Statistics
N Mea Std.
ITEMS n Deviation
Facilitate funding mechanisms for ICT implementation 35 3.26 .741
Ensure suitability/readiness of school environment/climate for incorporation of ICT 35 3.40 .497
Foster constructive partnerships with private sector and NGO organizations for ICT development 35 3.46 .505
Adopt a prudent approach in the procurement and management of ICT hardware and software 35 3.51 .507
Ensure an effective maintenance and technical support mechanism. 35 3.60 .497
Encourage and support research on and evaluation of the impact of ICT in the education system. 35 3.54 .505
Effective use of ICTs in college Administration 35 3.54 .505
Benchmarking other colleges 35 3.49 .507
Enhancing Partnership and Collaboration 35 3.51 .507
Lack of willpower by management to embrace ICT-revolution affect ICT implementation in colleges of
35 3.40 .497
education
Valid N (listwise) 35

Descriptive Statistics
ITEMS N Mean Std.
Deviation
Supervision should be carried out by NCCE to check for
125 3.46 .500
implementation of ICT in colleges of education
Teachers and student should be trained and retrained in the use of
ICT for effective implementation of ICT in colleges of education in 125 3.43 .558
Enugu state
Government should give incentives for the use of ICT for full
125 3.54 .501
implementation in colleges of education in Enugu state
Should ICT as a course be made compulsory for teachers and
125 3.49 .736
students of colleges of education in Enugu state?

lxxxvii
 Descriptive Statistics
Workshops should be organized for teachers and students on the
125 3.62 .486
need for ICT implementation in colleges of education in Enugu state
Students should be taught using ICT tools and given full access to
ICT in colleges of education in Enugu state as a factor for the 125 3.51 .502
effective implementation of ICT when serve as teachers
Teachers are to give students lessons on ICT implementation on
125 3.26 .842
regular basis
Colleges of education in Enugu state should organize inter-class and
125 3.42 .556
unit debates on ICT for its mastery
Government should employ more ICT qualified teacher for the
effective implementation of ICT in colleges of education in Enugu 125 3.51 .562
state
ICT teaching methods and instructional materials should be
incorporated and used daily in teaching and learning activities in 125 3.43 .587
colleges of education in Enugu state
Supportive infrastructures such as electricity and telecommunication
services should be improved and adequately enhanced for effective 125 3.41 .697
services.
Valid N (listwise) 125
[DataSet0] C:\Documents and Settings\Okparaugo Ifeanyi\Desktop\My Analysis.sav

lxxxviii
 APPENDIX E

HYPOTHESES TABLE
LOCATION
Descriptive
Location will not be a statistically significant factor in the implementation of ICT strategies ini
Urban and Rural Colleges of Education
N Mean Std. Std. 95% Confidence Minimu Maximum
Deviation Error Interval for Mean m
Lower Upper
Bound Bound
Urban 79 3.58 .496 .056 3.47 3.69 3 4
Rural 46 3.41 .498 .073 3.27 3.56 3 4
Total 125 3.52 .502 .045 3.43 3.61 3 4

ANOVA
Location will not be a statistically significant factor in the implementation of ICT
strategies in Urban and Rural Colleges of Education
Sum of df Mean Square F Sig.
Squares
Between Groups .833 1 .833 3.373 .069
Within Groups 30.367 123 .247
Total 31.200 124

GENDER
Descriptives
Gender will not be a statistically significant factor in the strategies for implementation of ICT in
Colleges of Education
N Mean Std. Std. Error 95% Confidence Minimum Maximum
Deviation Interval for Mean
Lower Upper
Bound Bound
Male 67 1.52 .636 .078 1.37 1.68 1 3
Female 58 2.00 1.108 .146 1.71 2.29 1 4
Total 125 1.74 .915 .082 1.58 1.91 1 4
ANOVA

Gender will not be a statistically significant factor in the strategies for

implementation of ICT in Colleges of Education
Sum of Squares df Mean Square F Sig.

Between Groups 7.092 1 7.092 9.019 .003

Within Groups 96.716 123 .786

Total 103.808 124

lxxxix
SCHOOL TYPE
Descriptive
There will be no statistical difference in the implementation of ICT strategies among Federal,
State and Private Colleges of Education
N Mean Std. Std. Error 95% Confidence Minimum Maximum
Deviation Interval for Mean
Lower Upper
Bound Bound
Federal 49 3.63 .487 .070 3.49 3.77 3 4
State 36 3.53 .506 .084 3.36 3.70 3 4
Private 40 3.38 .490 .078 3.22 3.53 3 4
Total 125 3.52 .502 .045 3.43 3.61 3 4

ANOVA
There will be no statistical difference in the implementation of ICT
strategies among Federal, State and Private Colleges of Education
Sum of Squares df Mean Square F Sig.
Between Groups 1.465 2 .733 3.005 .053
Within Groups 29.735 122 .244
Total 31.200 124

xc