Survey of Technologies used in Teaching and Learning in Tertiary Institutions in Delta State

ABSTRACT

This study surveyed of teaching and learning technologies in tertiary institutions in Delta State. Five (5) research questions guided the study. Descriptive survey research design was adopted for the study. Population of the study comprised three hundred and sixty-four (364) Lecturers in Federal College of Education (Technical), Asaba. One hundred (100) Lecturers in Federal College of Education (Technical), Asaba were selected through simple random sampling technique to represent the entire population. The instrument was validated by an expert in Measurement and Evaluation, from Federal College of Education (Technical) Asaba. The validated questionnaire was subjected to reliability test. Twenty copies of the validated questionnaire were administered on Lecturers in Federal College of Education Umunze, Anambra State, using split-half method. Data collected were analyzed using Cronbach Alpha to ascertain the level of correlation which a correlation of 0.78, indicating that the instrument was consistent. One hundred (100) copies of the validated questionnaire were administered on the respondents personally by the researcher with the help of two research assistants and same were retrieved and analyzed using frequency count, mean and standard deviation statistics. Findings of the study revealed that Different kinds of technologies are available for teaching and learning , there are skills are required by lecturers and students for the effective utilization of technologies in teaching and learning, technologies are utilized in teaching and learning, certain factors hinder the effective utilization of technologies in teaching and learning and there are strategies that can enhance effective utilization of technologies in teaching and learning in Federal College of Education (Technical) Asaba of Education (Technical) Asaba. It was recommended among other that The management of the Federal College of Education (Technical), Asaba should ensure continuous maintenance, replacement, and upgrading of available ICT tools such as computers, projectors, and smart boards across all departments and lecture halls to sustain effective teaching and learning.

 

CHAPTER ONE

INTRODUCTION

• Background to the study

Teaching is central to the attainment of educational objectives in tertiary institutions, as it represents the systematic process by which knowledge, skills, attitudes, and values are transferred from instructors to learners. In the Nigerian context, teaching in higher education goes beyond the mere transmission of knowledge; it entails guiding students to critically analyze, evaluate, and apply concepts in solving real-world problems (Okorie, 2020). Effective teaching in tertiary institutions, therefore, requires lecturers to adopt instructional approaches that foster active learning, critical thinking, and creativity among students. In Delta State, as in many other parts of Nigeria, traditional teacher-centered methods such as lectures, note dictation, and chalkboard presentations have long dominated classrooms, but these approaches have been increasingly criticized for their inability to fully prepare students for the demands of a digital, knowledge-driven society (Ogunleye, 2021). Consequently, there is a growing need to transform teaching methods through the integration of innovative technologies that encourage student engagement and participation.

The quality of teaching in tertiary institutions also depends heavily on the lecturer’s pedagogical knowledge and their ability to adapt to contemporary changes in education. Teaching is not merely about content delivery but also about the selection and organization of learning experiences that align with students’ needs, learning styles, and the broader societal demands (Adebayo, 2019). Research has shown that teaching effectiveness improves when instructors adopt student-centered approaches such as collaborative learning, blended learning, and inquiry-based methods, especially when enhanced by technology (Eze, 2022). In Delta State tertiary institutions, however, while there is an increasing awareness of modern pedagogical practices, the adoption of such approaches remains inconsistent due to challenges such as inadequate infrastructure, limited training, and resistance to change by some lecturers. This situation affects not only the teaching process but also the overall quality of graduates produced in the state.

Furthermore, the teaching process in tertiary institutions is influenced by technological advancement, as technology has reshaped how knowledge is delivered and assessed. Globally, digital platforms such as Learning Management Systems (LMS), virtual classrooms, and online discussion forums have become integral to higher education, particularly after the COVID-19 pandemic, which forced institutions to adopt remote and blended learning strategies (Okeke & Nwankwo, 2021). In Nigeria, including Delta State, the pandemic accelerated conversations around digital pedagogy and pushed lecturers to explore new methods of instruction beyond face-to-face delivery. However, while some institutions were able to adapt effectively by introducing e-learning platforms, many others struggled due to limited digital infrastructure and lecturers’ lack of preparedness for online teaching (Oghene, 2022). This shows that teaching effectiveness in tertiary institutions is no longer defined only by traditional classroom interaction but also by the ability to leverage technology to deliver content, facilitate interaction, and assess learning outcomes.

Another critical dimension of teaching in tertiary institutions is the role of lecturers as facilitators of lifelong learning and innovation. The contemporary labor market demands graduates who are problem solvers, innovators, and digitally literate, which implies that lecturers must teach in ways that promote critical reflection, adaptability, and creativity (Nwosu & Udegbunam, 2020). This demand has made it imperative for lecturers in Delta State tertiary institutions to embrace teaching practices that align with 21st-century skills, particularly through technology integration. Unfortunately, studies reveal that many lecturers still rely heavily on traditional teaching strategies, with only minimal adoption of innovative and technology-driven approaches (Onah, 2021). This gap between current teaching practices and required competencies underscores the importance of continuous professional development and training for lecturers to effectively use technology as a teaching tool.

Learning in tertiary institutions extends beyond the acquisition of facts; it encompasses the processes through which students internalize knowledge, develop critical reasoning, and acquire lifelong skills for personal and professional development. Theories of learning emphasize that higher education should empower learners to become independent thinkers who can analyze, evaluate, and create knowledge in ways that contribute meaningfully to society (Ogbomo, 2021). In Nigeria, however, many students remain oriented toward rote learning and memorization, often driven by examination-focused systems that reward regurgitation over understanding (Anene, 2022). This approach has raised concerns about the employability of graduates and their ability to adapt to the dynamic demands of the labor market. Learning in Delta State tertiary institutions reflects similar trends, with students often relying heavily on lecturers’ notes and face-to-face interactions while underutilizing digital resources that could promote independent and collaborative learning.

The process of learning is increasingly influenced by the availability and use of technology. Globally, e-learning platforms, digital libraries, and online collaboration tools have expanded the scope of learning, making it possible for students to access vast resources and engage with diverse knowledge communities (Mishra, 2020). These tools promote active learning, flexibility, and self-paced study, aligning with contemporary pedagogical approaches such as blended and flipped learning models. In Nigeria, the gradual adoption of digital learning has created opportunities for students to learn beyond the classroom, but the extent of this transformation remains limited (Eze, 2022). In Delta State, while students are generally familiar with smartphones and social media, their use of technologies for academic purposes remains relatively shallow, often restricted to searching for basic information online rather than engaging in structured e-learning or research-based activities (Akpojotor, 2021). This limited utilization of digital learning tools affects the depth and quality of learning outcomes.

Learning in tertiary institutions also requires the cultivation of higher-order cognitive and metacognitive skills. Students must not only understand concepts but also apply them in new contexts, solve problems, and engage in reflective practices. Technology can play a vital role in fostering these skills by providing interactive simulations, online assessments, and collaborative platforms that encourage knowledge application (Ugwu, 2020). However, research has shown that many Nigerian students underutilize such technologies, often due to lack of awareness or training in how to maximize their academic value (Onyema, 2020). In Delta State, this underutilization is compounded by infrastructural limitations and inadequate digital skills, which restrict students from fully experiencing the transformative potential of technology-driven learning.

Technology has become an indispensable tool for improving access, quality, and relevance of education worldwide. Its role in tertiary institutions is particularly critical as it enhances teaching delivery, expands learning opportunities, and prepares students for participation in a global digital economy. Technologies such as e-libraries, interactive boards, video conferencing platforms, and online assessment systems have redefined how knowledge is accessed and shared in higher education (Mishra, 2020). In Nigeria, policy frameworks such as the National Policy on ICT in Education have emphasized the integration of digital tools into all levels of education, but implementation remains inconsistent across institutions (Owolabi, 2021). While some universities have made significant investments in digital infrastructure, many polytechnics and colleges of education lag behind, thereby creating disparities in the quality of technology-enhanced learning.

In Delta State, technology adoption in tertiary institutions reflects both progress and challenges. Some universities and colleges have introduced ICT laboratories, subscribed to digital journals, and deployed e-learning platforms to enhance instructional delivery (Oghuvwu, 2020). However, many of these initiatives are hampered by issues such as erratic electricity supply, limited internet connectivity, and inadequate staff training. As a result, the use of technology often remains at a basic level, with projectors and PowerPoint slides being the most commonly used tools, while more advanced applications like simulation software, plagiarism detection tools, and learning management systems are rarely utilized (Akpojotor, 2021). This limited integration affects the quality of teaching and learning, as students are denied opportunities to engage with technologies that could enhance their digital literacy and problem-solving abilities.

Different kinds of technologies are available for enhancing teaching and learning in tertiary institutions, each serving different pedagogical functions. General-purpose technologies include desktop computers, laptops, projectors, scanners, printers, and internet-enabled devices that support basic instructional delivery. More advanced technologies include learning management systems (such as Moodle), virtual laboratories, digital libraries, and video conferencing platforms that facilitate remote and collaborative learning (Owolabi, 2021). Discipline-specific technologies are also increasingly vital. For example, engineering students require access to simulation software, business education students benefit from accounting packages and office simulation tools, while medical students rely on digital diagnostic tools and online anatomy simulations (Ezenwafor & Okoli, 2021).

In the Nigerian context, many of these technologies are available but underutilized. Research shows that lecturers often depend on basic tools like slides and social media platforms while neglecting more sophisticated applications that can deepen learning experiences (Ugwu, 2020). In Delta State tertiary institutions, this pattern is evident as many ICT laboratories remain under-equipped or outdated, limiting students’ access to diverse learning technologies (Agbor, 2022). Moreover, while students are generally adept at using mobile devices, their usage is skewed toward entertainment and social networking rather than academic tasks. This gap underscores the importance of not only providing technologies but also ensuring that they are relevant, accessible, and meaningfully integrated into the curriculum.

The effective utilization of technologies in teaching and learning depends largely on the availability of digital skills among both lecturers and students. In tertiary institutions, lecturers are expected to possess not only subject-matter expertise but also pedagogical and technological competencies that allow them to integrate digital tools into instructional delivery (Edeh, 2020). These include basic computer literacy, proficiency in using productivity software such as Microsoft Office, and the ability to manage online platforms such as Learning Management Systems (LMS). Beyond these basic competencies, lecturers also require more advanced skills such as designing multimedia content, managing virtual classrooms, conducting online assessments, and leveraging data analytics for student feedback (Owolabi, 2021). Students, on the other hand, are expected to develop digital learning skills that enable them to access e-libraries, navigate online platforms, participate in virtual discussions, and independently explore resources for self-directed learning (Onyema, 2020). Thus, the skills required are both technical and pedagogical, aimed at ensuring meaningful teaching and effective learning outcomes.

Globally, the concept of Technological Pedagogical Content Knowledge (TPACK) has gained prominence in describing the skill set lecturers need to effectively integrate technology into their teaching. This framework emphasizes that effective use of technology in education requires not just knowledge of the technology itself but also the ability to align it with pedagogy and subject content (Mishra, 2019). In the Nigerian higher education context, research has shown that many lecturers lack adequate training in these integrated skill areas, which limits their ability to fully harness available technologies (Ogbomo, 2021). For example, some lecturers are proficient in using PowerPoint slides but lack the skills to design interactive lessons with multimedia content or to moderate online discussions effectively. Similarly, while students may be familiar with social media and basic ICT applications, they often lack advanced digital literacy skills needed for academic tasks such as conducting online research, using plagiarism detection software, or engaging in collaborative digital projects (Anene, 2022). These skill gaps highlight the need for systematic capacity-building programs.

In Delta State tertiary institutions, studies reveal that lecturers and students demonstrate varying degrees of proficiency in using educational technologies. For instance, Oghuvwu (2020) observed that many lecturers in Delta State still struggle with managing e-learning platforms and integrating ICT tools into their lectures, which limits students’ exposure to modern digital resources. Similarly, research by Akpojotor (2021) found that students in tertiary institutions in southern Nigeria, including Delta State, possessed basic ICT skills but lacked higher-order digital skills such as critical evaluation of online sources, effective use of academic databases, and mastery of specialized software relevant to their fields of study. These findings suggest that while foundational skills may be present, both lecturers and students require continuous training to enhance their capacity for technology utilization in education.

The skills required for effective technology use are also discipline-specific. For example, business education students may need to master accounting software, digital marketing tools, and office simulation programs, while science and engineering students require skills in coding, laboratory simulation software, and data analysis applications (Ezenwafor & Okoli, 2021). In agriculture-related disciplines, skills in handling digital tools such as drones, GPS devices, and geographic information systems (GIS) are increasingly vital (Agbor, 2022). However, in Delta State, the extent to which students acquire these specialized digital skills is often constrained by inadequate infrastructure, limited access to relevant software, and lecturers’ insufficient training in discipline-specific technologies (Nwanze, 2021). This lack of alignment between required skills and available opportunities for training creates a significant barrier to the effective utilization of technologies in teaching and learning.

Another important aspect of the required skills is digital ethics and responsibility. As technology use becomes more widespread in higher education, both lecturers and students must develop competencies in ethical use of digital resources, including issues of plagiarism, data security, and responsible online behavior (Okafor, 2022). Without these skills, technology integration may foster negative outcomes such as academic dishonesty, misuse of digital platforms, and information overload. In Delta State tertiary institutions, awareness of digital ethics remains relatively low, with many students and even lecturers failing to adhere to best practices in citing sources, protecting intellectual property, and ensuring cyber-security. This further emphasizes that the skills required go beyond technical know-how to include ethical, critical, and responsible use of digital tools.

The extent of utilization of technologies in teaching and learning in tertiary institutions is a critical determinant of educational outcomes. Availability of technological tools does not automatically translate into effective use; the degree to which lecturers and students actually deploy these tools in their daily academic activities matters significantly (Ugwu, 2020). Utilization refers to the frequency, consistency, and depth of integration of digital technologies into lectures, tutorials, assignments, assessments, and independent learning. Studies show that institutions where technologies are widely and effectively utilized experience improved student engagement, enhanced comprehension, and better overall academic performance (Chukwuemeka, 2019). Conversely, where utilization is low, even well-equipped institutions fail to derive the full benefits of their investment in educational technologies.

In Nigeria, the extent of utilization of digital tools in tertiary institutions has been described as moderate to low, with considerable disparities between institutions (Owolabi, 2021). Universities tend to have higher levels of technology adoption compared to colleges of education and polytechnics, largely due to better funding and infrastructure (Onyema, 2020). Even within universities, utilization is often skewed toward basic applications such as PowerPoint presentations, email communication, and WhatsApp groups for sharing lecture notes, while more advanced technologies such as virtual classrooms, simulation software, and learning management systems remain underutilized (Eze, 2022). This limited scope of usage reflects both infrastructural challenges and the lack of digital skills among lecturers and students.

Studies indicates that while technologies are available in many tertiary institutions, their utilization is uneven and largely restricted to conventional ICT tools. For example, Oghuvwu (2020) found that in colleges of education in the state, ICT facilities such as projectors, computers, and internet connections were present but were rarely used consistently in instructional delivery. Similarly, Akpojotor (2021) reported that students in southern Nigeria, including Delta State, mostly used technologies for social interaction and personal purposes rather than for academic tasks, thereby limiting their educational benefits. The situation suggests that the extent of utilization is influenced not only by institutional capacity but also by attitudes of lecturers and students toward digital tools.

Globally, the COVID-19 pandemic highlighted the importance of technology utilization in education, as many institutions were compelled to shift to online or blended learning models. In developed countries, this transition saw a rapid increase in the use of video conferencing platforms, online assessment tools, and digital collaboration applications (Mishra, 2020). In Nigeria, however, the transition exposed significant weaknesses in the extent of technology utilization. Many institutions struggled to sustain online teaching due to infrastructural gaps, while lecturers and students who lacked prior experience with digital platforms found it difficult to adapt (Nnamani, 2021). In Delta State, only a few tertiary institutions managed partial implementation of online learning, while many reverted quickly to face-to-face teaching once restrictions were eased (Ogheneovo, 2021). This demonstrated that utilization was largely situational rather than systematic, raising concerns about the sustainability of digital adoption.

The extent of utilization is also influenced by institutional culture and support. Where institutions actively encourage and monitor the use of digital platforms, utilization tends to be higher (Okolie, 2020). Conversely, in institutions where there is little administrative push or incentives for lecturers to adopt technologies, utilization remains low regardless of availability. In Delta State, some institutions have attempted to increase utilization through training workshops and provision of free internet access on campuses, but these efforts are often undermined by inconsistent power supply, poor maintenance of facilities, and lack of follow-up (Nwanze, 2021). As a result, the full potential of available technologies remains largely untapped.

Despite the increasing recognition of the role of technology in improving teaching and learning outcomes, several constraints hinder its effective utilization in tertiary institutions. One of the most prominent challenges is inadequate infrastructure. Effective technology-based teaching requires reliable electricity supply, high-speed internet connectivity, and well-maintained digital equipment, yet these remain inadequate in many Nigerian institutions (Okafor, 2020). Frequent power outages, limited internet access, and outdated computer laboratories undermine the seamless use of digital platforms for instruction and research. Without these essential infrastructural supports, both lecturers and students often revert to traditional teaching and learning methods, thereby reducing the effectiveness of technology integration.

Financial limitations also constitute a major constraint. Many tertiary institutions in Nigeria, including those in Delta State, operate under constrained budgets that barely cover basic academic needs (Ugwu, 2021). The acquisition, installation, and maintenance of technological facilities require substantial investment, yet most institutions struggle to prioritize these expenditures. Even when technologies are provided through government initiatives or donor support, their sustainability is often compromised due to poor maintenance culture and lack of technical expertise (Nnamani, 2020). This financial constraint results in a situation where technologies are either insufficient or abandoned after initial use, thereby diminishing their impact on teaching and learning.

Another significant barrier is the limited digital competence of lecturers and students. While many educators acknowledge the importance of technology in education, not all possess the skills required to integrate it effectively into their teaching practices (Onah, 2021). Lecturers who lack confidence in their technological abilities tend to resist adopting digital tools, preferring traditional methods they are more comfortable with. Similarly, students who lack advanced digital literacy skills often use available technologies for social rather than academic purposes, limiting their educational benefits (Anene, 2022). This challenge is compounded by the absence of structured training programs designed to continuously build the digital competencies of both lecturers and students in higher institutions.

Institutional and policy-related challenges also impede effective utilization. In many Nigerian tertiary institutions, there are no clear policies or strategic frameworks guiding the integration of technology into teaching and learning (Eze, 2022). Without institutional mandates, technology use is left largely to the discretion of individual lecturers, leading to inconsistent adoption across departments and faculties. Furthermore, some institutions lack monitoring and evaluation mechanisms to track the effectiveness of digital initiatives, making it difficult to identify gaps and implement improvements. In Delta State, for example, studies show that while some universities attempt to encourage e-learning, there is no coordinated strategy across the state’s tertiary institutions to ensure uniform adoption (Oghuvwu, 2020).

Attitudinal and cultural resistance to technology also presents a constraint. Some lecturers perceive digital tools as a threat to their traditional authority in the classroom or as unnecessary distractions, leading to reluctance in adopting them (Onah, 2021). Likewise, students may resist technology-driven approaches when they perceive them as demanding more effort compared to traditional face-to-face interactions. In some cases, students also distrust online assessment systems, fearing technical glitches or unfair grading (Okorie, 2020). Such resistance reduces enthusiasm for technology adoption and limits its consistent use in teaching and learning.

To address the challenges limiting the effective utilization of technologies in tertiary institutions, deliberate and well-structured strategies must be implemented. One of the most critical strategies is the continuous training and retraining of lecturers and students on digital literacy and pedagogical technology skills. Capacity-building programs that focus on both basic ICT competencies and advanced instructional technology skills are essential to bridge the digital gap in higher education (Edeh, 2020). Workshops, seminars, and hands-on training sessions can enhance lecturers’ confidence in using tools such as learning management systems, virtual classrooms, and simulation software. Similarly, students should be exposed to structured digital literacy programs that improve their academic use of technology, ensuring that they move beyond social media usage to advanced research and collaborative online learning (Onyema, 2020).

Another important strategy is improving infrastructural support in tertiary institutions. Reliable electricity, high-speed internet access, and adequate ICT equipment are indispensable for meaningful technology integration in teaching and learning (Ugwu, 2021). Governments, institutional management, and private stakeholders must collaborate to invest in modern facilities that can sustain digital learning environments. For instance, installing solar-powered systems in Delta State tertiary institutions could address the challenge of erratic power supply, while campus-wide broadband connectivity would enhance both teaching and research activities. Proper maintenance of ICT infrastructure should also be institutionalized to prevent technological tools from becoming obsolete shortly after acquisition (Okolie, 2021).

Institutional policies and administrative support play a central role in driving effective technology utilization. Tertiary institutions need clear, comprehensive policies that mandate the integration of digital tools into curriculum delivery (Eze, 2022). Establishing e-learning units within institutions to coordinate, monitor, and evaluate technology-based teaching can ensure more consistent and sustainable adoption. Additionally, institutions should provide incentives for lecturers who effectively integrate technology into their teaching, such as recognition awards, promotions, or research grants. This would not only motivate lecturers but also establish a culture of innovation and digital teaching in tertiary institutions.

Collaborative partnerships with technology providers and donor agencies also offer viable strategies for strengthening digital education. Partnerships with organizations that provide affordable or subsidized software, hardware, and e-learning resources can expand access to technologies for both lecturers and students (Chukwuemeka, 2019). For example, collaborations with international platforms that offer free or low-cost access to virtual libraries, online courses, and digital laboratories can enrich the teaching and learning experiences in Delta State tertiary institutions. Additionally, alumni associations and corporate bodies can be mobilized to sponsor ICT facilities and training initiatives in their alma maters, thereby reducing the financial burden on government and institutional management.

Finally, changing attitudes toward technology adoption is essential for the success of any strategy. Awareness campaigns, sensitization programs, and peer mentoring can help overcome resistance to change among lecturers and students (Onah, 2021). Institutions should also promote a blended learning culture where technology is not seen as replacing lecturers but as complementing their teaching efforts. Encouraging early exposure of students to digital platforms, promoting teamwork through online collaboration tools, and integrating digital ethics into curricula can further enhance responsible and effective use of technology. In Delta State, where attitudinal resistance remains a significant barrier, such initiatives are vital for promoting sustained acceptance and utilization of educational technologies.

• Statement of the problem

In the modern era, technology has become deeply embedded in the educational landscape, particularly within higher institutions where the cultivation of advanced skills is paramount. Delta State tertiary institutions, much like many others in developing contexts, have introduced various technological resources—computers, projectors, e-libraries, internet facilities, and, in select cases, learning management systems. On the surface, this suggests a progressive stance toward technology integration.

Yet, a closer examination reveals significant gaps between access and actual use. While students appear adept with digital tools in their private lives, their engagement with these technologies for academic purposes remains limited. Many lecturers also demonstrate a strong reliance on traditional, face-to-face methods, often due to hesitance or insufficient expertise with digital platforms. This disconnect signals that the mere presence of technological resources does not automatically translate into effective educational application.

Another notable issue is the widespread deficiency in digital skills among both faculty and students. International standards typically expect educators to demonstrate proficiency in technological, pedagogical, and content integration. However, many Colleges of Education lecturers struggle to meaningfully incorporate digital tools into their teaching. Students, meanwhile, may be comfortable with technology in a general sense but often lack the specific skills required to navigate e-learning platforms, digital libraries, or subject-specific software. Such misalignment curtails the potential benefits technology could offer in improving educational outcomes.

Persistent structural challenges further complicate the situation. Unreliable electricity supply, limited internet connectivity, insufficient funding for ICT infrastructure, inadequate institutional policies, and resistance to change among staff and students collectively undermine efforts to fully embed technology into teaching and learning. It is against this back drop that this study seeks to survey the technologies used in teaching and learning in Federal College of Education (Technical) Asaba

1.2 Aim and Objectives of the study

This study is aimed at surveying the technologies used in teaching and learning in Federal College of Education (Technical) Asaba. Specifically, the study seeks to:

1. identify the kinds of technologies available for teaching and learning in Federal College of Education (Technical) Asaba.
2. examine the skills required by lecturers and students for the effective utilization of technologies in teaching and learning in Federal College of Education (Technical) Asaba.
3. determine the extent of utilization of available technologies in teaching and learning in Federal College of Education (Technical) Asaba.
4. investigate the constraints hindering effective utilization of technologies in teaching and learning in Federal College of Education (Technical) Asaba.
5. explore strategies that can enhance effective utilization of technologies in teaching and learning in Federal College of Education (Technical) Asaba.
   • Research questions

The following research questions were raised to guide the study:

1. What kinds of technologies are available for teaching and learning in Federal College of Education (Technical) Asaba?
2. What skills are required by lecturers and students for the effective utilization of technologies in teaching and learning in Federal College of Education (Technical) Asaba?
3. To what extent are technologies being utilized for teaching and learning in Federal College of Education (Technical) Asaba?
4. What are the major constraints to the effective utilization of technologies in teaching and learning in Federal College of Education (Technical) Asaba?
5. What strategies can be adopted to enhance effective utilization of technologies in teaching and learning in Federal College of Education (Technical) Asaba?
   • Significance of the study

This study is significant to students, educators, school management, policy makers and future researchers.

This study is highly significant to students because it brings to light the kinds of technologies currently available in tertiary institutions and evaluates the extent to which they are applied in classroom and independent learning contexts. Students stand to benefit from understanding how these tools can enhance comprehension, improve access to information, and promote collaborative learning experiences. Exposure to such findings will encourage learners to take greater advantage of e-libraries, digital platforms, and virtual learning resources, thereby improving both their academic performance and their confidence in navigating the digital world. The study also emphasizes the development of higher-order skills such as problem-solving, creativity, and critical thinking, which are increasingly demanded in the labor market. For students in Delta State, this means increased preparedness for global opportunities and a stronger ability to compete in knowledge-based economies where digital competence is a key requirement.

Educators will find this study valuable because it highlights the transformative potential of technology in improving the quality of teaching and fostering deeper student engagement. It offers insights into the skills and strategies needed for effective integration of digital tools into pedagogy, such as the use of interactive platforms, simulation software, and online assessment systems. The findings also shed light on gaps in current practices, drawing attention to areas where additional training and support are needed for lecturers to feel confident in using modern educational technologies. The study reinforces the importance of moving beyond traditional lecture methods to adopt more student-centered approaches that are enhanced with digital innovations. For educators in Delta State tertiary institutions, the implications include improved teaching effectiveness, stronger professional growth, and alignment with global trends in higher education.

The study is significant to school management because it provides clear evidence of the current state of technology adoption and the areas where institutional support is most urgently required. Administrators gain a clearer understanding of the infrastructural and policy needs of their institutions, particularly in relation to internet access, electricity supply, ICT maintenance, and provision of up-to-date software. Such knowledge empowers management to make informed decisions about resource allocation, prioritize investments that will have lasting impact, and introduce sustainable strategies that ensure consistent technology use across faculties and departments. The findings also encourage management to design institutional frameworks that support digital innovation, motivate staff through incentives, and create an environment where technology becomes an integral part of teaching and learning. For institutions in Delta State, this could translate into improved reputation, stronger academic outcomes, and better graduate employability.

Policy makers will benefit from this study as it provides a detailed picture of how technology is currently being utilized in tertiary institutions and the challenges that hinder its effective integration. The study offers empirical evidence that can shape policies on ICT in education, ensuring that they are grounded in the realities of Delta State rather than based solely on national or international prescriptions. Through its findings, policy makers are equipped with the knowledge needed to design interventions that address systemic barriers such as inadequate infrastructure, funding shortfalls, and weak training systems. The study also emphasizes the importance of aligning local policies with broader national education goals and global best practices, ensuring that students in Delta State are not left behind in the digital transformation of higher education. With stronger evidence-based policies, decision makers can drive meaningful reforms that promote equity, innovation, and improved learning outcomes across the state.

Future researchers will find this study significant because it contributes a rich body of knowledge on educational technology within the context of Federal College of Education (Technical) Asaba. It serves as a reference point for further academic investigations into the relationship between technology and learning outcomes, as well as comparative studies across different states and regions. The detailed analysis of technologies available, skills required, extent of utilization, constraints encountered, and strategies proposed provides a strong framework upon which new studies can be built. Researchers interested in digital pedagogy, policy development, or institutional innovation can draw from the insights presented to expand the scope of inquiry and develop more targeted solutions. Additionally, the study opens opportunities for longitudinal research that tracks changes in technology adoption over time, helping to evaluate the long-term effectiveness of interventions in Nigerian tertiary education.

• Scope / Delimitation of the study

The scope of this study covers the survey of technologies used in teaching and learning in tertiary institutions in Delta State. It focuses specifically on Federal College of Education (Technical) Asaba, Nigeria. The study is limited to academic activities within the institution and does not extend to primary or secondary schools. Its coverage is both institutional and academic, ensuring that findings reflect the realities of technology adoption across diverse higher education environments in Delta State.

In terms of content, the study examines five major areas: the kinds of technologies available for teaching and learning; the skills required for effective utilization of these technologies; the extent to which lecturers and students employ them in academic activities; the constraints limiting their effective use; and strategies that can enhance their integration in teaching and learning. The scope does not include the use of technology for administrative purposes, except where such functions directly impact instructional delivery and student learning outcomes.

The population of the study comprises academic staff and students in selected Federal College of Education (Technical) Asaba. Academic staff are included because they play a central role in teaching and technology adoption, while students are included because they are the primary beneficiaries of technology-mediated instruction. The geographical scope is restricted to Delta State alone, meaning findings may not be directly generalized to other states in Nigeria, although they provide useful insights for broader contexts.

• Area of the study

The study is being carried out in Federal College of Education (Technical) Asaba. Federal College of Education (Technical), Asaba (FCE(T), Asaba) is a key institution in Delta State, Nigeria, renowned for its focus on teacher education, particularly in technical and vocational disciplines. Established in 1987, the college aims to produce competent teachers who can effectively deliver technical and vocational education at the post-primary level. It is situated in Asaba, the capital of Delta State, providing accessibility to students from across the state and neighboring regions. The choice of the institutions was necessitated because the institution train teachers who will serve as life builders and role models to the younger generation.

• Operational Definition of Terms

Teaching: In this study, teaching refers to the methods, strategies, and practices employed by lecturers in Federal College of Education (Technical) Asaba to deliver knowledge and skills to students. It emphasizes the role of technology as a tool that supports classroom instruction, online learning, and blended approaches. Teaching is therefore viewed in terms of how lecturers integrate digital resources into their instructional delivery.

Learning: Learning in this study is defined as the process through which students in Federal College of Education (Technical) Asaba acquire knowledge, competencies, and attitudes through exposure to both traditional and technology-enhanced instruction. It focuses on how learners interact with digital platforms, multimedia resources, and other ICT tools to deepen understanding and improve academic performance. Learning here is measured through students’ engagement, participation, and adaptation to technology-driven education.

Technologies: Technologies in this study refer to the digital and electronic tools available and utilized in Federal College of Education (Technical) Asaba for teaching and learning purposes. These include computers, projectors, smart boards, e-libraries, learning management systems, internet facilities, and mobile applications. The concept is examined in terms of availability, required skills, extent of use, challenges, and strategies for effective integration.

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Pages: 102

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.