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Babatunde Alabi Alege and Stephen Olufemi Afolabi I use Internet for: Very often Rarely Not at all e-mail 148 (26.9%) 114 (20.7%) 288(52.4%) Chat 36 (6.5%) 87 (15.8%) 429 (78%) Downloading instructional materials 58 (10.1. %) 165 (30%) 328 (59.9%) Giving assignments 69 (12.5%) 182 (33.1%) 299 (54.4%) News and bulletin 76 (13.8%) 86 (15.6%) 388 (70.6%) Information access via Web browsers (e.g. Google) 102 (18.5%) 69 (12.5%) 379 (68.9%) Games 43 (7.8%) 136 (24.7%) 371 (67.5%) File transfer 25 (4.5%) 200 (36.4%) 325 (59.1%) In Table 4, the results show that only 6% of the teachers use computer-based technology for their teaching very often while 87.1% do not use it at all. There is a clear indication that lack of access have accounted for the low utilization of computers in many Nigerian secondary schools. 5.4 Research Question 4 What are the barriers to ICT integration in teaching-learning process in Southwest Nigeria? Table 5 Causes of low level/barriers to ICT integration No. Percent Limited/poor information infrastructure 440 80 Lack of/inadequate inadequate ICT facilities in schools 460 85 Frequent electricity interruption 275 50 Non integration into the school curriculum 143 26 Poor ICT policy/project implementation strategy 400 73 Inadequate ICT manpower in the schools 505 92 High cost of ICT facilities/components 380 69 Limited school budget 275 50 Lack of/limited ICT skills among teachers 500 91 Lack of/poor perception of ICTs among teachers and administrators 330 60 Inadequate educational software 375 68 Technophobia 405 74 Laziness 330 60 Poor management on the parts of school administrators and government 50 9 Lack of maintenance culture 35 7 Lack of interest in ICT application/use on the part of the school 220 40 N=550 Adapted from Adomi & Kpangban Causes of low level of ICT application in Nigerian high schools Table 5 shows the teachers’ responses to the barriers experienced by them for not integrating ICT in the teaching-learning process. Top on the list is inadequate ICT manpower in the schools as reported by 92% of the teachers. Lack of/limited ICT skills among teachers came second with 91%. The facilities in schools are not adequate as reported by 85 of the teachers. Only 9% reported that poor management on the parts of school administrators and government is responsible for the barriers. 6. Discussion As Chika (2004) pointed that the world is experiencing an ever-increasing use of computers in diverse area of human endeavour. There is evidence of this in Nigeria too, as governments at both the Federal and State levels vote much money to supply computer equipments into secondary schools. Yet, the proficiency of the teachers has been revealed by the study to be at its low ebb. However, it is evident, that computer is now in Nigerian schools to affirm the position of Nwagu (2006) and Adomi (2010) that the rate at which the countries of the world accept the use of computer is a major factor for development. The findings of this survey have shown that there is still a lot to be done in terms of human development, provision of facilities and monitoring of schools to ensure strict compliance with educational policies and practices. Nigeria realised the positive impact that Information and Communication technology can have on teaching and learning and have made several efforts to integrate it into the primary and secondary 14
Babatunde Alabi Alege and Stephen Olufemi Afolabi school systems. There remains a concerted effort to remove all barriers to effective use of these technologies in Nigerian schools. Recommendations All the schools should be provided with computers and adequate infrastructure to facilitate the good intention of the government. Teachers should be adequately trained and retrained to improve on their ICT capabilities while teachers that are computer literate should be posted to every school to impart ICT skills to students. All other staff should be encouraged and given adequate incentives to improve on their ICT literacy levels. Nigeria should ensure that teachers are well remunerated like their counterparts in other sectors. The government should remove all forms of discriminations in form federal, state and local government workers/teachers so that all teachers are placed on equal pedestal... References Abolade A.O. and Yusuf M.O. (2005) Information and Communication Technologies (ICTs) and the Nigerian Teacher Education Programme 1 African Journal of Educational Studies, Vol.3 No.1, p. 1 Adebowale, O.F, Adediwura, A.A & Bada, T. A. (2009) Correlates of Computer Attitude among Secondary School Students in Lagos State, Nigeria International Journal of Computing and ICT Research, Vol. 3, No. 2, pp. 20 - 30. http://www.ijcir.org/volume3-number2/article3.pdf Adeosun, O. (2010) Quality Basic Education Development in Nigeria: Imperative for Use of ICT http://digitalcommons.unl.edu/libphilprac/345 Adomi, E.E. & Anie, S.O. (2006) An Assessment of Computer Literacy Skills of Professionals in Nigerian University Libraries. Library Hi Tech News Vol.23 No 2.pp.10-14 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 January 24 th , 2004, from http://iej.cjb.net/ Esharenana E., Adomi and Kpangbany, E. (2010) Application of ICTs in Nigerian Secondary Schools Library Philosophy and Practice (e-journal) CICE Hiroshima University, Journal of International Cooperation in Education, Vol.13 No.2 (2010) pp.193 ~ 211 Federal Republic of Nigeria (2001). Nigerian national policy for information technology. Abuja: Federal Republic of Nigeria (2004). National Policy on Education (4 th ed.). Lagos: NERDC. Goshit, T. (2006). Nigeria's need for ICT: SP. 259 technology and policy in Africa. Available: http://ocw.mit.edu/NR/rdonlyres/Special-Programs/SP-259Spring-2006/891209EE-E63B-4617- BA9D7635A63C754B/0/goshit.pdf Hennessy, S, Harrison, D & Wamakote, L. (2010) Teacher Factors Influencing Classroom Use of ICT in Sub- Saharan Africa Itupale Online Journal of African Studies, 2 Knezek, G & Miyashita (1994) Survey of Teachers’ Attitude Toward Computers: Texas Center for Educational Technology National Information Development Technology (2008) ICT 4D Strategic plan for Economic Sector of Nigeria NITDA (2003). Use IT: National Information Technology Development Agency, Abuja Nigeria. Available: http://www.nitda.gov.ng/use_it.htm. NITDA. Retrieved 23 rd of January, 2004, from http://www.nitda.gov.ng/docs/policy/ngitpolicy.pdf Nigeria Vision 2020 (2009) Report of the Vision 2020 National Technical Working Group on Information and Communication Technology. Nwagwu, W.E. (2006). Integrating ICTs into the globalization of the poor developing countries. Information Development 22 (3): 167-179. Ocak, M.A., and Akdemir O. (2008) An Investigation Of Primary School Science Teachers’ Use Of Computer Applications The Turkish Online Journal of Educational Technology – TOJET October 2008 ISSN: 1303-6521 volume 7 Issue 4 Article 6 Oduroye, A.P. (n.d.) Challenges of learning and teaching with computers. Available: http://www.itnetwork.org.uk/56.htm Okebukola, P. (1997). Old, new, and current technology in education. UNESCO Africa 14 (15): 7-18. Okebukola, P. (2004). E-learning in varsities, others underway, NUC boss lists strategies. The Guardian (12 October): 35, 39. Osei Tutu Agyeman2007) ICT for Education in Nigeria Sam E. O. Aduwa-Ogiegbaen, and Uwameiye,R. (2006) Internet Usage Among University Lecturers in Southern Nigeria: International Journal of Information and Communication Technology Education, Vol 2, Issue 1 edited by Lawrence Tomei 15
Page 1 and 2: Proceedings of the 10 th European C
Page 3 and 4: Contents Paper Title Author(s) Page
Page 5 and 6: Paper Title Author(s) Page No. A Qu
Page 7 and 8: The Project Mobile Game Based Learn
Page 9 and 10: Extreme Scaffolding in the Teaching
Page 11 and 12: Malaysia); Tuomo Kakkonen (Universi
Page 13 and 14: Preface These Proceedings represent
Page 15 and 16: Mini Track Chairs Dr Antonios Andre
Page 17 and 18: Cornélia Castro is a PhD student i
Page 19 and 20: Manuel Frutos-Perez is the Leader o
Page 21 and 22: David Mathew works at the Centre fo
Page 23 and 24: Research interests include the inve
Page 25: Novita Yulianti is a PhD student at
Page 28 and 29: Samuel Adu Gyamfi et al. the develo
Page 30 and 31: Samuel Adu Gyamfi et al. completion
Page 32 and 33: Samuel Adu Gyamfi et al. interactio
Page 34 and 35: Survey of Teachers’ use of Comput
Page 36 and 37: Babatunde Alabi Alege and Stephen O
Page 38 and 39: Babatunde Alabi Alege and Stephen O
Page 42 and 43: Issues and Challenges in Implementi
Page 44 and 45: Hussein Al-Yaseen et al. 2000/2001
Page 46 and 47: Hussein Al-Yaseen et al. phase invo
Page 48 and 49: Hussein Al-Yaseen et al. Berthold,
Page 50 and 51: Antonios Andreatos Figure 1: Estima
Page 52 and 53: Antonios Andreatos exchange applied
Page 54 and 55: Antonios Andreatos knowledge space,
Page 56 and 57: Figure 5: Video metadata from YouTu
Page 58 and 59: Antonios Andreatos The organisatio
Page 60 and 61: Constructing a Survey Instrument fo
Page 62 and 63: Jonathan Barkand The teacher demon
Page 64 and 65: Jonathan Barkand Indicator 2.3: Has
Page 66 and 67: References Jonathan Barkand Allen,
Page 68 and 69: 2. Pedagogical agents Orlando Belo
Page 70 and 71: Orlando Belo Type (Tp), the refere
Page 72 and 73: 3.3 The agent’s architecture Orla
Page 74 and 75: Some Reflections on the Evaluation
Page 76 and 77: Nabil Ben Abdallah and Françoise P
Page 82 and 83: Designing A New Curriculum: Finding
Page 84 and 85: Andrea Benn For this new course, it
Page 86 and 87: Andrea Benn Technology is already i
Page 88 and 89: Andrea Benn To bring about the co-o
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Latefa Bin Fryan and Lampros Stergi
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Faculty development Online course
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Alice Bird being reviewed under the
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Alice Bird Developing the process m
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Alice Bird Reflecting on the feasib
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3.3 Early stage implementation Alic
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Enhancement of e-Testing Possibilit
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Martin Cápay et al. of Likert scal
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Martin Cápay et al. Figure 3 Proce
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Martin Cápay et al. Figure 4: An e
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Martin Cápay et al. On the other h
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Tim Cappelli demand from students t
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Tim Cappelli at a time and increasi
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Tim Cappelli forms were processed a
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Objectives More efficient and faste
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Digital Educational Resources Repos
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Cornélia Castro et al. Economic:
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Cornélia Castro et al. Dimension E
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Cornélia Castro et al. feedback on
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Cornélia Castro et al. EdReNe (200
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Ivana Cechova et al. The influence
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4. Methodology Ivana Cechova et al.
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Ivana Cechova et al. Although this
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8. Conclusion Ivana Cechova et al.
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Yin Ha Vivian Chan et al. What is s
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Yin Ha Vivian Chan et al. as a viab
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Yin Ha Vivian Chan et al. the ILC h
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The Development and Application of
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Serdar Çiftci and Mehmet Akif Ocak
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4.3 Data collection Serdar Çiftci
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Serdar Çiftci and Mehmet Akif Ocak
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Table 8: Students’ responses to q
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An Exploratory Comparative Study of
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Marija Cubric et al. Web 2.0 tools
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Marija Cubric et al. Despite all th
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Marija Cubric et al. Staff profile
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Marija Cubric et al. In case 3.2, a
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Marija Cubric et al. Sorcinelli, M.
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Figure 1: Adaptive eLearning system
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Blanka Czeczotková et al. knowledg
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Blanka Czeczotková et al. Figure 2
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Changing Academics, Changing Curric
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Christine Davies 2.2.4 Seminars CEL
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Web Conferencing for us, by us and
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Mark de Groot, paper (Elluminate 20
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Mark de Groot, requested. The targe
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Mark de Groot, members of the group
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6.1 The quick wins Mark de Groot, S
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Tools for Evaluating Students’ Wo
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Jana Dlouhá et al. course was dist
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2.4 Feedback - student perceptions
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Jana Dlouhá et al. virtual learnin
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3. Discussion Jana Dlouhá et al. Q
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Jana Dlouhá et al. Sadler, R.D. (2
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Jon Dron et al. Social networking i
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Jon Dron et al. However, it is also
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Jon Dron et al. further in enabling
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4.3 Differentiated friends Jon Dron
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Experimental Assessment of Virtual
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Michaela Drozdová et al. to the or
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Michaela Drozdová et al. Figure 1:
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Figure 4: Decision tree for visual
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Michaela Drozdová et al. very few
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Glenn Duckworth Other studies have
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Glenn Duckworth merely skim read th
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8. Finance resources Glenn Duckwort
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Glenn Duckworth was seen as being v
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Francisco Perlas Dumanig et al. Stu
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Francisco Perlas Dumanig et al. in
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Francisco Perlas Dumanig et al. 3.6
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Do you see What I see? - Understand
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2.2 Deuteranopia Colin Egan et al.
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Colin Egan et al. Figure 5: HCBE's
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Figure 8a: Normal vision LogicWorks
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Researching in the Open: How a Netw
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Antonella Esposito previous edition
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Antonella Esposito However, beyond
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Antonella Esposito Moreno, M. A., F
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Gert Faustmann with an evaluation o
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Gert Faustmann come from the same s
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Gert Faustmann Figure 5: UML class
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Gert Faustmann The learner her/him
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Gert Faustmann (i.e. who has to pro
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Ana Mª Fernández-Pampillón et al
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Cognitive Communication 2.0 in the
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Sérgio André Ferreira et al. and
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Sérgio André Ferreira et al. is p
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Sérgio André Ferreira et al. Look
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Sérgio André Ferreira et al. In F
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To What Extent Does a Digital Audio
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Rachel Fitzgerald consideration of
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Rachel Fitzgerald understand, altho
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Rachel Fitzgerald Although this is
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Rachel Fitzgerald “The survey was
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Messages of Support: Using Mobile T
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Julia Fotheringham and Emily Alder
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Julia Fotheringham and Emily Alder
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Table 6: Results for reflective cyc
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Blended Learning at the Alpen-Adria
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Gabriele Frankl and Sofie Bitter to
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Figure 4 Moodle usage among the AAU
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Gabriele Frankl and Sofie Bitter No
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Gabriele Frankl and Sofie Bitter wh
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Evaluating the use of Social Networ
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Elaine Garcia et al. The process by
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4.3 Data analysis Elaine Garcia et
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Elaine Garcia et al. issues of priv
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8. Conclusions and recommendations
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Elaine Garcia et al. Nabi, A. (2011
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Danny Glick and Roni Aviram univers
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Danny Glick and Roni Aviram most im
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Danny Glick and Roni Aviram opinion
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Danny Glick and Roni Aviram Bernard
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Andrea Gorra and Ollie Jones to hel
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Andrea Gorra and Ollie Jones Howeve
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Andrea Gorra and Ollie Jones Figure
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Andrea Gorra and Ollie Jones Studen
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Rose Heaney and Megan Anne Arroll A
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Rose Heaney and Megan Anne Arroll l
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Rose Heaney and Megan Anne Arroll
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Rose Heaney and Megan Anne Arroll J
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Amanda Jefferies learning was furth
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Amanda Jefferies way in which the o
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Amanda Jefferies their teaching mat
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A Methodology for Incorporating Usa
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Anne Jelfs and Chetz Colwell To try
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Anne Jelfs and Chetz Colwell We wor
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The Virtual Learning Environment -
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John Jessel 2.1 An outline framewor
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John Jessel teachers who agreed to
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John Jessel ‘“reduce the clicks
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Mutlimodal Teaching Through ICT Edu
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Paraskevi Kanari and Georgios Potam
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Paraskevi Kanari and Georgios Potam
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Rosario Kane-Iturrioz Regarding lan
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Rosario Kane-Iturrioz Figure 2: Exa
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Rosario Kane-Iturrioz Tests very us
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Rosario Kane-Iturrioz When compared
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Rosario Kane-Iturrioz Although the
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Jana Kapounova et al. eLearning is
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Jana Kapounova et al. Each dimensio
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Jana Kapounova et al. project, conn
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Acknowledgments Jana Kapounova et a
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Andrea Kelz skills and competences
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Andrea Kelz web-based activities in
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Andrea Kelz system. Most other univ
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Open Courses: The Next big Thing in
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Kaido Kikkas et al. However, in the
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Kaido Kikkas et al. generation of w
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Kaido Kikkas et al. Occasional gue
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John Knight and Rebecca Rochon guid
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Evaluation of Quality of Learning S
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Eugenijus Kurilovas et al. Essalmi
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Eugenijus Kurilovas et al. (LOs), l
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Eugenijus Kurilovas et al. Then hie
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Eugenijus Kurilovas et al. If we lo
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Models of eLearning: The Developmen
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Stella Lee et al. Converging (AC a
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Stella Lee et al. knowledge. Meta k
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Stella Lee et al. Figure 3: Home pa
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Stella Lee et al. Azevedo, R., Crom
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Jake Leith et al. opportunities ble
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Jake Leith et al. Data was collecte
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Jake Leith et al. their informal sk
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Jake Leith et al. For the summative
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Sophisticated Usability Evaluation
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Stephanie Linek and Klaus Tochterma
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Social Networks, eLearning and Inte
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Birgy Lorenz et al. 135 students p
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Birgy Lorenz et al. The experts' st
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Birgy Lorenz et al. Akdeniz, Y. (19
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Arno Louw programmes, and within th
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Arno Louw It should be clearly stat
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Arno Louw somewhat an unwritten con
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Arno Louw Lecturers assume that le
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A treasure hunt has to be done to f
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How to Represent a Frog That can be
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Robert Lucas Occasionally we will a
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Robert Lucas Note the need to creat
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Robert Lucas Figure 5: A model of a
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Learning by Wandering: Towards a Fr
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Marie Martin and Michaela Noakes wa
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Marie Martin and Michaela Noakes Th
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Marie Martin and Michaela Noakes is
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Linda Martin et al. across the sect
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Linda Martin et al. confidence. Alt
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8. Conclusion Linda Martin et al. T
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Personalized e-Feedback and ICT Mar
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Maria-Jesus Martinez-Argüelles et
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Source: Own elaboration from survey
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1.1 Semantic dimension Maria-Jesús
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2. Methodology Maria-Jesús Martín
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Maria-Jesús Martínez-Argüelles e
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Maria-Jesús Martínez-Argüelles e
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David Mathew members of staff frigh
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David Mathew disclose this informat
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David Mathew baboon smells the wate
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Peter Mikulecky framing learning, p
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Peter Mikulecky inhabitants or work
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Acknowledgements Peter Mikulecky Th
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Karen Hughes Miller and Linda Leake
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An Analysis of Collaborative Learni
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2.3 Flexible and accessible learnin
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3.1 Definition of case study Peter
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Peter Mkhize et al. Basically, soci
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Peter Mkhize et al. you’ve got yo
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Ideas for Using Critical Incidents
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Jonathan Moizer and Jonathan Lean I
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Jonathan Moizer and Jonathan Lean o
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Jonathan Moizer and Jonathan Lean M
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