COVID-19, ICT and Science and Technology Education in Nigeria

COVID-19, ICT and Science and Technology Education in Nigeria

Introduction

That no nation of the world in the 21st century is ignorant of the fact science and technology make up an essential strategy for national and international development is a truism. Considering the role scientific and technological innovations especially in regards to human development, developed and developing nations of the world are beginning to prioritise its concept as well as the need for their people to take advantage of it. Interestingly, being science and technological savvy have become a requirement in order to be able to properly fit into the realities of trends and events in different societies. As such, it is on this note that science and technology education becomes relevant.

The increase in population and knowledge, as well as the growing pervasiveness of information and communication technology in education all over the world resulted in the need to improve and promote the quality of education and the learning of science of technology through the incorporation of information and communication technologies (ICTs) (Muhammed, Okewande & Adeoye, 2020). In fact the integration of Information and Communication Technologies in science and technology education will certainly take different shapes and appear under various subject areas like self-study, online learning or e-learning, online-classroom learning, web-based learning, video/audio-tape learning, among others (Essays, 2018). The main idea for integrating ICT into science and technology education is to ensure that students are provided with the necessary skills in line with global standard, to function effectively on future digital social, political and economic space so as to be able to foster and facilitate attainable and sustainable positive change (Donnelly, McGarr, & Reilley, 2011).

It is important to note that the relevance of ICT in the 21st century was not fully felt by developing nations like Nigeria until the emergence of the Covid-19 pandemic in 2019 – a dreaded pandemic that disrupted academic activities across all levels of education system in the country. The pandemic has exposed the weaknesses of the country’s education system and it is based on this background that this article seeks to explore the need for the integration of ICT in science and technology education in Nigeria.

Information and Communication Technology and its relevance to Science and Technology Education\

Information and Communication Technologies (ICT) refers to electronic devices or tools that are used to collate process and transfer information (Muhammed, Okewande & Adeoye, 2020, p. 98). It is a combination of information technology (IT) and communication technology (CT) – a system where the former deals with the processing of information while the latter emphasises on the user-interaction with information through networking (Bello & Bello, 2018).

Issues related to ICT policy statement took national shape in Nigeria in March 2001 through the formation of a National Information Technology Policy (NITP) by the Federal Government. Furthermore, the birth of NITP also led to the establishment of National Information Technology Development Agency (NITDA), an agency charged with the duty of executing all policies related to Information and technology in Nigeria (Oso, 2018). Concurrently, the federal government, in a bid to equip secondary schools with ICT facilities, commissioned a Mobile Internet Unit (MIU) (Muhammed, Okewande & Adeoye, 2020, p. 99).

In its realisation of the positive impact of technology in the 21st century, the Nigerian federal government incorporated in its national policy, in 2013, that classroom activities across the country should be IT-oriented (Federal Republic of Nigeria, 2013). However, while it has continued to re-emphasise on the need for adopting the use of ICT in teaching, little has been done in terms of providing these facilities for public primary, secondary and tertiary institutions of learning across the country.

According to Eze (2016), ICT enhances the quality of teaching/ instructional delivery, meet learning needs of learners, facilitate and promote equal educational opportunities and promote teachers’ professional development in science and technology education consequent upon its unique interactive nature. In addition to Eze’s position, Abdulraheem-Olaniyi (2016) noted that the integration of ICT in the teaching and learning of science and technology has the potentiality of increasing students’ interest by offering a better and more positive behaviour towards learning. Further, the author concluded that the use of ICT can help learners to easily recall previous notes and lessons and also activate their responses and feedback.

In another event, Ikemelu (2015) opined that the quest for an immediate shift from teacher-centred learning approach to student-centred approach can be achieved with the integration of the technological advance offered by ICT. The author added that the application of ICT in the teaching of science and technology subjects will facilitate an efficient and effective classroom curriculum delivery in Nigeria’s education system. It will equally help its learners develop critical; thinking in understanding complex concepts. (Muhammed, Okewande & Adeoye, 2020, p. 99).

ICT tools are of different types ranging from phones, computer. Software, hardware, projector, television, vide set, fax, telex, and others. While it unarguable that they play a crucial role in aiding human development, it must not be forgotten that they also have tremendous challenges that have continued to limit their total integration into Nigeria’s system of education precisely.

ICT and the Teaching of Science and Technology during Covid-19

The origination of computer created an opportunity for conducive and well-coordinated learning environment for science and technology education. This was made possible as the use of computers reshaped learning patterns and strategies in transferring knowledge to learners. The paradigm shift from the conventional method of teaching and learning to e-learning with the aid of ICT facilities like computer has created an unforgettable positive mark in the history of education in Nigeria. According to Ateequ (2015), Computer-Assisted Learning (CAL), which is any interaction between a student and a computer system to assist the learners to learn, includes drills, tutorials and simulation that can assist in difficult learning situations. As an aid for collecting data, CAL can also be used in science and technology inquiries for the collection of data and processing in laboratory (Ateequ (2015).

The internet is another essential ICT tool known for its provision of crucial academic, professional and entertaining information to a very large audience. It is a communication network that incorporates a number of computers that enhance user-to-user communication (Muhammed, Okewande & Adeoye, 2020, p. 100). It is interesting to point out that the availability of the internet in the 21st century has in a great way, revolutionised learning beyond the confines of classrooms. This is owing to the fact that with the internet, students can take advantage of interactive media technologies to engage in their educational activities anytime and anywhere (Omobola, 2013). Furthermore, the use of the internet makes distant learning easy and accessible through e-learning. In regard to learning materials in science and technology subjects, students can easily access them via the World Wide Web (WWW) – an internet tool that ensures that its end- users are provided with a lot of learning and teaching contents.

Again, the electronic mail plays an important role in enhancing e-learning in science and technology education. According to Inyang & Effiong (2016), e-mail is a tool for delivering learning materials and feedback to students promptly and as such, it it not only encourages authentic information, it also motivates learning. The relevance of this tool, according to the author, has resulted in the establishment of electronic libraries, where students can readily access various learning materials.

The use of software and software packages also make teaching and learning of science and technology very active. What it does is that it provides end-users with multimedia contents like pictures, graphics and sound. There are many online and offline educational software like educational games, tutorial software, graphics software, drill and practice software, Microsoft software like PowerPoint, simulations, mathematics software etcetera. The relevance of software to e-learning during the pandemic cannot be overemphasised. For instance, courseware software could be used in delivering lessons through media platforms like zoom, and video conferencing applications. Also, platforms like edufirst and eLimu cloud have the capacity to make e-learning possible (Muhammed, Okewande & Adeoye, 2020, p. 102).

Conversely, during covid-19, pandemic, computer as a technology tool along with internet facility could be used by teachers for virtual class to teach learners from home. This could be achieved through the use of media applications like zoom, Google classroom, among others. Also, internet has significantly paved way for practical teaching and learning in Science and Te the covid-19 pandemic. With the use of internet, students could take advantage of e-libraries in sourcing reading and research materials. In the course of studies, learning could be evaluated with assignments, tests and projects with the use of internet facility. Electronic mail served as another veritable tool for teaching and learning during the pandemic. Learning materials could be sent to students’ email addresses for them to learn at their convenient time (Muhammed, Okewande & Adeoye, 2020, p. 101).

Challenges of Integrating ICT in Science and Technology Education in Nigeria

The integration of ICT in science and technology education is confronted by many challenges as a result of some factors which would be discussed below:

As a result of non-availability of ICT tools and facilities and lack of adequate ICT storage equipment and buildings, the integration of ICT in science and technology education is limited (Nwiyi, 2016), In regard to funding and finance, it is important to note that due to the incessant increase in the price of ICT tools, subscriptions as well as maintenance cost of ICT facilities, a lot of Nigerians find it difficult to take adequate advantage of it. Again, inadequate educational software and poor internet connectivity due to the location of many schools which are situated in areas that are far away from internet connectivity is another imitation to the integration of ICT in science and technology education (Idowu & Esere, 2013). On the other hand, the Nigerian government also contributes to the limitation of ICT integration in education through various ways. These include: poor execution of ICT policies and programmes, irregular power supply, limited budgetary allocation and the inadequate monitoring and maintenance of the available ICTs (Damkor, Irinyang & Haruna, 2015).

Covid-19 pandemic as an insight to ICT integration in science and technology education in Nigeria

The emergence of Covid-19 in Nigeria automatically resulted in the closure of all academic institutions across the country. However, while it is understandable that such action was taking in order to ensure that people were safe and free from the virus, one cannot rule out the fact that students were negatively affected. It is therefore based on this that there is need to come up with a strategy that will ensure that education becomes continuous irrespective of subsequent unforeseen environmental havocs like pandemics. The use of ICT remains one good strategy that will bring about innovative approaches and extension to learning. Education will never be the same again in Nigeria especially as the impact of the pandemic have opened our eyes to see and feel the need to diversify our learning process and approach from mere classroom teaching and learning to digital or online teaching and learning

So, in order to ensure continuity in teaching and learning in this post-Covid Nigeria era, the following should be considered:

Teachers should be encouraged to create virtual classrooms and relevant courseware should be uploaded. Through this means, learners can be able to take advantage of the opportunity

Science and technology curriculums at all levels should be reviewed so as to allow ICT incorporation in science and technology education.

There should be a strategic plan in place to equip schools with infrastructural facilities that can make ICT integration successful.

There is also need to support science and technology software for design and development ((Muhammed, Okewande & Adeoye, 2020, p.106).

Conclusion

The article examined the topic: Covid-19, ICT and science and technology education in Nigeria. This was done in three categories ranging from the concept of ICT and its relevance to science and technology education in Nigeria, ICT and the teaching of science and technology during Covid-19, and the challenges of integrating ICT in science and technology education in Nigeria. The article finds that the Covid-19 pandemic caused a paradigm shift in the teaching and learning process and system in Nigeria. As such, it suggests the med to integrate ICT in science and technology and even general education in the Nigerian education system.

References

Abdulraheem-Olaniyi, L. (2016). Towards Effective Application of ICT Education in Classroom Delivery. In Z., C. Njoku (Ed.), 57th Annual Conference Proceedings odf Science Teachers Association of Nigeria. Abuja, STAN Place Limited.

Ateequ, M., S. (2015). The Use of ICT in Science Education. Global Educational Research Journal, 3(2), 259-264.

Damkor, M., Irinyang, D., J., & Haruna, M. (2015). The Role of Information, Communication and Technology in Nigeria Educational System. International Journal of Research in humanities and Social Studies, 2(2), 64-68.

Eze, G., N. (2016). Enhancing Science Teaching and Lerning in Nigerian Secondary Schools using computer. In Z., C. Njoku (Ed.), 57th Annual Conference Proceedings of Science Teachers Association of Nigeria, Abuja, STAN Place Limited.

Federal Republic of Nigeria (2013). National Policy on Education (6th ed.). Lagos: Nigerian Educational Research and Development Council.

Idowu, A., L. & Esere, M. (2013). ICT and Higher Educational System in Nigeria. Educational Research and Review, 8(21), 2021-2025.

Ikemelu, C., R. (2015). Towards Effective Application of ICT Education for Classroom Delivery: Science Teachers’ Perspective. In Z., C. Njoku (ED.), 57th Annual Conference Proceedings odf Science Teachers Association of Nigeria. Abuja, STAN Place Limited.

Inyang, N., E., U. & Effiong, G., I. (2016). Utilisation of Aspects of ICT in STEM Education. In Z., C. Njoku (ED.), 57th Annual Conference Proceedings odf Science Teachers Association of Nigeria. Abuja, STAN Place Limited.

Muhammed, A., B., Okewande, E., O. & Adeoye, G., A. (2020). Covid-19: An Epiphany to Vitalize Ict in Science and Technology Education in Nigeria. In A., D. Usoro, A., E. Udofia & G., A., Akpan (Eds.). Covid-19 Pandemic: The Pendulum for Reconstruction of Instructional System in Nigeria. Uyo, Benchmark Educational Services.

Omobola, J. (2013). Nigeria’s National Broadband Plan 2013-2018. A Submission by the Presidential Committee on Broadband on 20th September 2012. Researchictafrica.net/countries/Nigeria_national_broadband_plan.

Oso, S., O. (2018). Barriers to Integration of technology tools in teaching and learning in secondary schools in South-South, Nigeria. In G.O. Oyinloye (Ed.), Education for Self Reliance. Faculty of Education, Ekiti State University, Ado-Ekiti.