By: Adewale Bolakale Kolawole (State Co-ordinator, Bayelsa State, National Teachers’ Institute).
At: NTI, South-South Zonal Retreat
17th February, 2017
ABSTRACT
- The influence of Information and Communication Technologies (ICTs) in DE/DLS Program Administration of the National Teachers’ Institute (NTI), Kaduna is critically evaluated in this paper. Specifically, this paper examines how ICTs are being used in running and managing programmes; in the delivery of instructional contents, development of courses, development of learning packages and in the provision of students support services. This paper lays more emphasis on the relevant ICT applications (Web 2.0) as appropriate technologies to perform academic processes. Also, challenges are enumerated and possible way-out are mentioned.
Keywords: DLS (Distance Learning System), ICT in Education, SMS, Mobile Phone, Mobile Learning, E-Library, e-learning centre, Web. 2.0, Terrestrial Radio modulation (FM,SW,MW/AM), Internet Radio, virile and robust ICT centre, Massive Open Online Courses (MOOC).
INTRODUCTION
- National Teachers’ Institute (NTI) was established in 1976, to provide in-service education for teachers through Distance Learning System (DLS). The Institute is “charged with the duty of providing courses of instruction leading to the development, upgrading and certification of teachers, as specified in relevant syllabus, using Distance Education Techniques” (Face-to-Face/ICTs). The vision of the Institute is to become an internationally-acknowledged centre for Distance Education, that contributes effectively to the production of teachers of high quality and responds adequately to the educational system’s demands and needs in the area of teacher education.
- Distance education, also called open or distance learning, is a form of education in which there is normally a separation between teachers and learners. Thus, it includes one medium or the other which may be used to bridge the gap in form of printed and written words, the telephone, computer conferencing or teleconferencing. These effectively bridge the physical gap between the instructor and the learner.
- Distance education equally involves the provision of whatever educational opportunities that are needed by anyone, anywhere, at any time for those who otherwise would have been denied.
- Therefore, Information and Communication Technologies (ICTs) have become key tools or techniques, having a revolutionary impact on educational methodology, both at conventional and distance education levels globally. However, this revolution is not widespread and needs to be strengthened to reach a large percentage of the population.
CONCEPT OF ICT AND ICT IN EDUCATION
- Information can be described as knowledge communicated or received concerning a particular fact or circumstance. It can also be defined as knowledge gained through study, communication, research, instruction, etc.
- Communication is the system employed in transmitting messages, exchanging thoughts, or information, as by speech, signals or writing. Communication is also the imparting or exchanging of information by speaking, writing or using some other medium, such as telephone, computer, etc.
- Information Technology, meanwhile, refers to the use of systems, especially computers and telecommunication, for storing, retrieving and sending information.
- ICT in Education means “Teaching and Learning with ICT”.
ROLE OF ICTs IN NTI DLS PROGRAM ADMINISTRATION: THE JOURNEY SO FAR (ACHIEVEMENTS)
- RENOVATION, EXPANSION AND INSTALLATION OF MODERN COMPUTERS, PRINTERS AND OTHER SYSTEM ACCESSORIES TO A STANDARD IN THE COMPUTER UNIT.
- ESTABLISHMENT OF CAFÉ/ ICT CENTRE AS SYSTEMS ADMINISTRATIVE AND CONTROL CENTRE.
- ESTABLISHMENT OF E-LIBRARY
- ESTABLISHMENT & UPGRADING OF FM RADIO STATION (TERRESTRIAL) FOR EDUCATIONAL PROGRAMMES
- INTRODUCTION OF CUSTOMIZED COMPUTER TABLETS.
- ESTABLISHMENT OF MODEL E-LEARNING CENTRES
- LAUNCHING OF WORLD WIDE WEB PORTAL FOR ONLINE ADMISSIONS, INSTITUTE’S PROFILE AND STUDENTS’ REGISTRATION
In 2010, students’ applications and registrations were moved to an online students’ portal at www.ntionline.net. The portal was an innovation and a welcome development.
A new web portal, (https://nti.edu.ng) launched in February 2017, promises a richer interactive experience for all distance learning students where they are able to plan, attend and track their education activity for both live as well as self-paced classes. It projects that with one-click, students can be able to access tools, calendars and support resources.
ROLE OF ICTs IN NTI DLS PROGRAM ADMINISTRATION: THE WAY FORWARD (APPLICATION/ USAGE OF WEB 2.0)
The Internet is a library of information. It is a global system that makes it possible for computers worldwide to share information via a variety of languages called protocols. The internet is made up of websites and each website is made up of different web pages. The World Wide Web (www or “The Web”) is a part of the internet. Internet browsers are software applications used to locate and display web pages. The three most popular browsers are Mozilla’s Firefox, Google’s Chrome and Microsoft’s Internet Explorer (now Edge).
Web 2.0 describes World Wide Web websites that emphasize user-generated content, usability (ease of use, even by non-experts), and interoperability (this means that a website can work well with other products, systems and devices) for end users.
A model visualizing some of the factors and interactions required for the successful integration of Web 2.0 tools for collaborative learning, is shown below:
THE WAY FORWARD:Application/ Usage of Web. 2.0 Technologies
| Web 2.0 Technologies | Description | Educational Applications |
| Wikis & Shared Technologies
Example: Wikipedia (http://en.wikipedia.org) |
∙ An “open” collective publication, allowing people to contribute or create a body of information
∙ Provides an area for effortless collaboration and knowledge sharing among a community of users without any programming knowledge |
∙ Wikis can be largely used in education for both teaching and learning. It can be used in the classroom to support many learning approaches.
∙ This collaborative feature provides an effortless collaboration and knowledge sharing, enabling learners to work together to interpret texts, essays, share ideas and improve their research and communication skills collectively. |
| Blogs
Examples: http://www.techrinch.com |
∙ A blog or weblog, is a website on which articles are posted and displayed in chronological order, allowing individuals a way to communicate and share information with other people. | ∙ In distance education, facilitators can use blogs to replace standard tutorial. Class assignment notifications, suggested readings and exercises can be posted on the blog. |
| Multimedia archives
Examples:Youtube (http://www.youtube.com) Flickr (http://flickr.com) iTunes, etc |
∙ Allows end-users to access, store, download and share audio recordings, photographs and videos. E.g. podcasts, videocasts. | ∙ Multimedia archives can be used by facilitators to transmit pre-recorded tutorial classes or broadcast tutorial sessions.
∙ They provide the enabling environment to enable facilitators and students to create their own digital e-portfolios, either individually or collectively. |
| Synchronous Communication tools
Examples: Skype, Whatsapp, Telegram, Google Duo, etc |
Allows free “real-time” audio and visual communication over the web.
|
∙ These communication tools can be used to create live tutorials with slides. They take advantage of improved compression technology and wider bandwidth capacity.
∙ Can be organized and managed by end-users or learners for communication. |
| Social networking
Examples: myspace, Facebook, Twitter, Allo, etc |
∙ A social utility that connects people with friends and others who work, study and live around them.
∙ Leverages connections between people to offer new applications. |
∙ Social network tools facilitate collaborative workspace, improve comprehension, facilitate understanding of contents and encourage active engagement of participants in the process of learning.
∙ These collaborative workspaces serve as hubs where group of people with common interests can gather and share resources. |
| Mobile learning
Examples: mobile phones and ubiquitous computing devices such as smart phones, Mp3/mp4 players, Personal Digital Assistants (PDAs)
|
∙ Enables users to access multiple information formats (voice, text, video, etc) at any time, any place.
|
∙ Mobile learning applies to the delivery of education and training on the move.
∙ Mobile phones can be used for student data collection, in the form of real-time interviews, photographs and videos for individual, group or collaborative work, etc that can be organized and posted on a weblog or multimedia archive. |
ROLE OF ICTs IN NTI DLS PROGRAM ADMINISTRATION
THE WAY FORWARD: Responsibilities of DE/ODL Provider/ Manager/ Management
- Firstly, as Distance Education Administrators, we must ensure that any technology used is both pedagogically sound and socially-driven. In other words, it is not wise to use technology simply for technology sake, it must be ‘relevant.’
- Educational providers such as NTI, must strive to use quality and reliable ICT hardware (connections should be available, 24/7) and software (i.e., the learning management systems (LMS) that are used to simulate classroom settings and facilitate academic discussions/ interactions. LMS are often meshed with other, pre-existing technologies such as databases and digital libraries). Just as important, these systems must be supported by highly skilled individuals, armed with the knowledge and skills they need to ensure hard and software runs smoothly. To accomplish the human aspect of ICT,NTI must offer training to various user groups (i.e., students, teachers, administrators, etc.).
- Unfortunately, the common perception among many Nigerians is that Distance Education is an easy way to get a degree. DE, as such, is often seen as a diploma mill. Hence, NTI must maintain and improve its high quality standards (i.e., maintaining entrance standards, grading standards, course/program completion standards, and conferment of recognized degrees, etc.).
| Establishment of a virile and robust ICT Department | A virile and robust ICT Department, with the Computer Unit, Media, Programme Design & Development (PD & D), Library, Radio and Learner Support Services Divisions, as units under the department (synergy between all units) |
| Training and Retraining of Field officers, Centre managers, Course Facilitators & CDOs on ICT Applications | This should be carried out periodically (practice makes perfect). CDOs and study centres should be further equipped with Computer Laptops and other ICT DEVICES AND INFRASTRUCTURE.. |
| Model Study Centres |
|
| Terrestrial & Internet Radio and TV Services | This should be equipped to transmit in all modulations(SW, MW/AM, FM) and through Internet (Radio) and Cable TV. |
| Mass Production of Instructional Packages | Mass production of instructional packages in print, audiotapes, videotapes, CDs, to meet the learner needs. NTI should consider the use of Zones for production to ease distribution |
| Establishment of functional e-library | Functional e-library should be built and maintained as a unit in the ICT Department. This is very essential for the success of NTI-DLS. |
| Document Tracking System (DTS) for application for admission | Through this DTS system, students can submit their applications online, receive acknowledgement of receipt, track the progress of their application, and receive results of their evaluation online through email and SMS. THIS SHOULD BE BUILT INTO THE NEW PORTAL. |
| Online registration/Semester Results Access system | The online registration system allows the student to enrol for courses at their own convenience, typically during the prescribed registration period. In the same vein, it would be progressive if semester results for our various programmes can be integrated into students’ personal portal pages, for easy access and reference. |
| Online Tutorials & Tutor-Marked Assignments
|
Online Tutorials (video and audio) can produce an enticing feature to the academic life of distance learners. This can be embedded as Open Educational Resources (OERs) to our new portal. Submission of online tutor-marked assignments will also draw interesting prospects to the ICT compliance drive. We can understudy UNILAG, LASU and National Open University of Nigeria’s iLearn portal by integrating online tutorials and tutor-marked assignments into our programmes course structure. |
| PARTNERSHIPS
The Institute should seek support and collaboration from government, NGOs and corporate organizations such as MTN, UNESCO, OUK, etc |
|
CONCLUSION
The importance of ICTs in any distance education provision such as that of NTI is in its management, implementation of policies, planning and in the delivery. Therefore, the effective usage of modern and relevant Information Communication Technologies in all activities of the Institute cannot be over-emphasized. With paradigm shift in teaching pedagogy and learning techniques, coupled with high and uncontrollable appetite for tertiary education globally, the only available option to get a fair and large percentage of higher education seekers educated (EFA = Education For All) is to provide a virile, robust, accessible and affordable Distance Education (DE/DLS), largely supported by ICTs. To this end, NTI must invest heavily in relevant ICTs, train its manpower (Training of staff in Web 2.0) and expand its horizon in accordance with globally accepted best practices. “No Education System can rise above the qualities of its Teachers”.
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