Transcript Document

TEACHERS, TEACHING &
ICTs: UNDERSTANDING
THE LINKAGES &
SYNERGIES
Prof. U.G. Danbatta
Vice President
Digital Bridge Institute (DBI), Kano
Campus, Nigeria
Lecture delivered, under the CITAD Quarterly
Lecture Series, at Federal College of Education
(Technical) Bichi, Kano State, on Wednesday
17th October 2012
PAPER STRUCTURE
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Introduction
What are Information & Communication
Technologies (ICTs)
Teachers’ Essential Functional Requirements
Justification for integration of ICTs in
Teaching
The Need for National ICT Literacy Policy
Universal Access & Service
The National ICT Statistics
ICT Literacy Initiatives
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PAPER STRUCTURE
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The Nigerian Communications Commission’s
(NCC) Complex, Abuja
NCC’S ICT Literacy Initiatives (Access
Programmes & Institutions)
Digital Bridge Institute (DBI), Abuja
The DBI Make Up
The DBI Mission Statement
Intervention Training Programmes
Innovation Enterprise Programmes
Factors Influencing ICT Adoption
Conclusion
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INTRODUCTION
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Information and communications technologies
(ICTs) are present in all sectors of the economy
and are recognized as a pillar of modern society.
No sector seems to work efficiently without
them. Diverse sectors such as governance,
education, health, business, finance and tourism
are critically dependent upon ICTs.
All countries, irrespective of economic status,
must recognize the trend towards ubiquitous use
of ICTs. This is why the term enabler is often
used to describe ICTs.
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WHAT ARE ICTs
Information Technology (IT) is a term that
describes the specializations
encompassing system analysis,
programming, telecommunications and
multimedia (audio, video and data)
applications.
 The merging, therefore, of computing,
information communication and
technology gave rise to ICTs
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WHAT ARE ICTs
CONTD.
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This merger has made Information and
Communications Technology (ICT) an important
and essential part of every nation’s social
infrastructure;
Institutions of Higher Learning are statutorily
mandated, through the conduct of Research and
Development, (R & D) to provide, improve,
maintain and sustain ICTs;
Articulation and Implementation of Institutional
ICT Policy & Master Plan which key components
are infrastructure, equipment, web-based
services and information systems (ARIS, LIBIS..)
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TEACHERS’ ESSENTIAL
FUNCTIONAL
REQUIREMENTS
Essential functional requirements of
teachers:
 Teaching, research & community service
 Curriculum development
 Access to bibliographic information and
remote data bases
 Computerization of teaching content
 Preparation of laboratory exercises
 Examination preparation & marking
 Results compilation & presentation
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JUSTICATION FOR
INTEGRATION OF ICTs IN
TEACHING
ICTs promote excellence in teaching thru:
 Enhancing exploratory learning through
deployment of infrastructure that will host
web-based services (intranet & internet);
 Facilitating computation of academic
results, security of financial, academic and
bibliograhic records using ARIS, HURIS,
FINIS & LIBIS;
 Preparation and presentation of content
using word processing and power point
packages.
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THE NEED FOR NATIONAL
ICT LITERACY POLCY
In order to facilitate a smooth transition to
an information- and knowledge-based
economy, the New National ICT Policy
considered how to create, support and
sustain an ICT Literacy Policy that will:
 Promote a commitment to ICT literacy as
a basic skill required by all citizens;
 Encourage institutional support of ICT
literacy strategies in education, workforce
preparation and government services;
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THE NEED FOR ICT LITERACY)
CONTD.
Enhance ICT literacy opportunities in
research, development and innovation;
 Support benchmarking and adoption of
emerging technologies and best practices
that reflect globally acceptable standards;
 Develop timetables and milestones to
ensure appropriate accountability for
assessing progress and success; and
 Provide a means for monitoring and
evaluation.
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UNIVERSAL ACCESS & SERVICE
For ICTs to flourish, universal access (UA)
and universal service (US) are very
important, and can be largely
characterized by
 Infrastructure (wired, wireless and fiber)
 The availability, accessibility and
affordability of telephony and
 Of the internet, with increasing
consideration of the inclusion of
broadband and broadcasting services.
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UNIVERSAL ACCESS & SERVICE
CONTD.
The concepts of universal service (US) and
universal access (UA) vis-à-vis
telecommunications and ICT are distinct:
 US refers to service at the individual or
household level, e.g., typically a telephone
in each home.
 UA refers to a publicly shared level of
service, e.g., through public payphones or
Internet telecentres.
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NATIONAL ICT STATISTICS
S/n Description of item
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Figure
Mobile penetration per 100 people
55.76
Fixed penetration per 100 people
0.48
Internet penetration per 100 people
23.48
Internet users (000)
43,270
Broadband penetration
6.1%
PC penetration (number per 100)
4.7
Computers assembled in Nigeria
‹500,000
Registered ICT companies
350
Broadcasting stations nationwide
308
Licensed courier companies
250
Post offices
3000+
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ICT LITERACY INITIATIVES
Literacy initiatives are required in the diversed
areas of ICTs, but in particular for Higher
Institutions of Learning in:
 Introduction to computers;
 Computerization of content using word
processing software;
 Introduction to spreadsheets
 Power point presentation
 Introduction to the Internet
 Intervention by Regulatory Agencies (NCC, NCCE,
NITDA, TETFUND, NBTE, NGOs) to provide
infrastructure, equipment & support services.
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ICT LITERACY INITIATIVES
The Nigerian Communications Commission
(NCC) is the independent National
Regulatory Authority for the
telecommunications industry in Nigeria.
 The NCC is responsible for creating an
enabling environment for competition
among operators in the industry as well as
ensuring the provision of qualitative and
efficient telecommunications services
throughout the country.
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ICT LITERACY INITIATIVES
CONTD.
NCC has earned a reputation as the
foremost Telecom regulatory agency in
Africa
 It is hoping to deploy the use of ICT’S for
different aspect of national development.
 It has initiated the State Accelerated
Broadband Initiative (SABI) and Wire
Nigeria Project (WIN) to help stimulate
demand and accelerate ICT literacy
services necessary for enthronement of a
knowledge society in Nigeria.
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NIGERIAN COMMUNICATIONS
COMMISSION (NCC) COMPLEX,
ABUJA, NIGERIA
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NCC’S ICT LITERACY INITIATIVES
(ACCESS PROGRAMMES &
INSTITUTIONS)
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Providing Infrastructure and
Infrastructure support services:
(i) Schools Access Programme
(ii) Tertiary Institutions Access Programme
(iii) E-Libaray Facilities
(iv) Narrowband and Broadband
Telecommunications Networks
(iv) V-Sat Wireless Equipment
(v) Electricity supply to complement mains
supply in higher institutions and schools
(vi) Establishment of the Digital Bridge
Institute (DBI)
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DIGITAL BRIDGE INSTITUTE
(DBI), ABUJA
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THE DBI MAKE UP
The Digital Bridge Institute (DBI) is an
initiative of the Federal Government of
Nigeria through the Nigerian
Communications Commission
DBI was established in May 2004
DBI MISSION STATEMENT
“To contribute to the creation of a
knowledge- based information
society in Africa, through human
resource capacity building in the
Information and Communications
Technology”
INTERVENTION TRAINING
PROGRAMMES
Advanced Digital Appreciation Programme
For Tertiary Institutions (ADAPTI)
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Background: Analog/Digital transformation
Year of commencement: 2006
Target Academic Institutions:
(i) Universities (Private & Public)
(ii) Polytechnics & Monotechnics
(iii) Colleges of Education
(iv) Other tertiary institutions
INTERVENTION TRAINING
PROGRAMMES CONTD.
Advanced Digital Appreciation Programme
For Tertiary Institutions (ADAPTI)
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Target Participants:
(i) Vice Chancellors/Rectors/Provosts
(ii) Professors
(iii) Academic & Non-academic Staff
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Total Institutions trained: Over 300
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Total Participants trained: 10,000 approx.
INTERVENTION TRAINING
PROGRAMMES CONTD.
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Digital Appreciation Programme (DAP) For
Secondary Schools
Target Schools:
(i) Federal Secondary Schools/Colleges
(ii) State Secondary Schools/Colleges
Target Participants:
(i) Teachers
(ii) Students
INNOVATION ENTERPRISE
PROGRAMMES
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Meeting Goal 8 of the MDGs, Target 16
DBI was granted approval as an Innovation
Enterprise Institute by the NBTE to run Diploma
Programmes in:
(i) Networking and System Security
(ii) Computer Hardware Engineering
(iii) Computer Software Engineering
(iv) Digital Multimedia Technology
(v) Telecommunication Technology
Target audience: Youth in the age bracket: 15 -24
FACTORS
INFLUECING ICT
ADOPTION
Constraining features:
 The low percentage of teachers who have ICT
skills and the challenge of the massive ICT
education drive needed to correct and develop
the huge human resources base at national and
institutional levels in the faculty and student
populations;
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The lack of requisite telecommunications
infrastructure capable of transporting
multimedia messaging
FACTORS
INFLUECING ICT
ADOPTION CONTD.
Constraining features contd.
 Uneasy access to computer equipment and
other accessories at institutional and personal
levels due to locations of cyber cafés in
commercially profitable communities to the
detriment of semi-urban or rural communities;
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The absence of electric power grids in most
parts of the country even in cases where there
is adequate telecommunications coverage
CONCLUSION
A national ICT policy in general and for the education
sector in particular should aim to address the following
bottlenecks that hamper capacity, access and service:
 Lack of infrastructure;
 Lack of infrastructure support (supporting electricity,
narrowband and broadband telecommunications
networks);
 Poor internet connectivity;
 Expensive access;
 Lack of skilled and experienced staff for operating ICT
systems; and
 Poor utilization skills and few appropriate content.
CONCLUSION
THANK YOU!