IMPACT OF MODERN TECHNOLOGY IN TEACHING AND LEARNING OF HOME ECONOMICS IN TERTIARY INSTITUTIONS
1.1Background to the Study
The use of information technology has brought great improvement to the life of mankind in all human endeavorus, most especially in education. Computers and other aspects of information technology are now used in education to monitor students’ achievements, teach students and also as instructional media to assist in teaching in the classroom, especially in home economics (Adeyonju, 2004). Teaching process is considered paramount, especially when we consider teaching and learning as the acquisition of knowledge and skills by individuals who become useful members of the society. Indeed, teaching may convey and at the same time, actualize the objectives of education of learners. It involves deliberate activities geared towards the development of the less matured and the inexperienced (Ekwueme, 1996). Accordingto Olorundare (2006), teaching embraces forms of process, behaviours and activities which do not succumb to explanation by a single theory, it is also argued that in educational institutions such as University of Lagos, teaching cannot take place without the students (learners), the teacher and the curriculum, the content and instructional materials. The above judgment according to Adeleke (2005) cannot stand the test of the information aspect. This is because; teaching imposes content, learner’s freedom in teaching is restricted while information technology employs independent judgment in decision-making. This seriously eroding teaching situation, the only main task of the teacher is to create enabling environment that may bring about desirable change in behaviour (Ukweebu, 2005). Mohammed is of the opinion that classroom teachers are expected to utilize IT facilities such as the computer, the internet, the visual aids, the audio-visuals etc, to inculcate relevant knowledge to students. Any classroom teacher therefore, with adequate and professional skills in ICT utilization will definitely have his/her students perform better in classroom learning, especially in home economics.
Instructional process is vital for the implementation of curriculum. The most relevant home economics education curriculum may be rendered ineffective when the wrong instructional process must go beyond lecture methods, there is need to use the multiple methods which include the project method, problem-solving method, demonstration, field trip and so on. The extent to which teachers do this remain to be established, today, many schools do not have the needed equipment and materials, so they substituted alternative to practical for real practical exercise (Anyakoha, 2005).
According to Nwaokolo and Ekwue (2001), teaching and learning in the classroom, will be effective when the computer and other forms of information technologies are used to teach home economics. Instructional materials are often seen as teaching aids in form of charts, and diagrams, posters and maps and sometimes textbooks and workshops. They however mean much more than that, they include non-print materials such as films, films strips, models work-ups, slides, pictures audio and audio tapes, records, transparences globes and boards as well as hardware like science apparatus and video machines. Other software such as chemicals and chalks are also included (Ayomide, 2000).
There are three broad categories of instructional media. They are: audio, audio-visual and visual. The audio material have audio content only, the audio-visual are those that combine sight and social the visual materials are those with visual content only; they are classified into two groups: the non-projected and the projected visual materials. While the non-project visuals do not need any source of power for their operation, the projected visual cannot function without electricity (Nwagbara, 1997). These instructional materials are used to teach and learn home economics. Their applications in the classrooms, makes the teaching/learning of home economics better.
1.2Statement of the Problem
The importance of using or applying the information technology in teaching and learning home economics cannot be overemphasized. This is because; information technology is the current happening in the world today. Often times, most schools, including various tertiary institutions in Nigeria do not use the computer, the audio-visual and other forms of information technologies to teach the content of home economics in the classrooms. This has affected the effective learning of home economics in tertiary institutions. For instance, many teachers do not know how to operate these information technology gadgets not talk of how to use them for imparting knowledge to students. To worsen the situation, most students do not know how to access relevant information from the net not to talk of learning home economics the use of computer. All these have hampered the study of home economics in schools; the above problems gave rise to the examination of the impact of information technology on the teaching and learning of home economics at University of Lagos.
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