Project Abstract

Abstract
This research project investigates the availability, accessibility, and use of Information and Communication Technologies (ICTs) in humanities education. The integration of ICTs in the field of humanities has been a topic of interest due to the potential benefits they offer in enhancing teaching and learning experiences. The study aims to explore the extent to which ICTs are available and accessible in humanities education settings and how they are being utilized by educators and students. The research will employ a mixed-methods approach, including surveys, interviews, and observations, to gather data on the current status of ICT availability and usage in humanities education. The surveys will be distributed to educators and students in different humanities disciplines to collect information on the types of ICT tools available, their frequency of use, and perceived effectiveness. In-depth interviews will be conducted with select participants to gain insights into their experiences, challenges, and suggestions for improving ICT integration in humanities education. Additionally, classroom observations will provide valuable real-time data on how ICTs are being utilized in teaching and learning activities. The findings of this research will contribute to the existing literature on ICT integration in humanities education by offering a comprehensive analysis of the current landscape. Understanding the availability and accessibility of ICTs in humanities education will shed light on potential disparities and challenges that educators and students may face in utilizing these technologies. Moreover, exploring the use of ICT tools in humanities classrooms will provide valuable insights into their impact on teaching methodologies, student engagement, and overall learning outcomes. By examining the availability, accessibility, and use of ICTs in humanities education, this research project seeks to provide recommendations for improving ICT integration and promoting effective use of technology in teaching and learning practices. Ultimately, the goal is to enhance the quality of humanities education by harnessing the potential of Information and Communication Technologies to create engaging, interactive, and innovative learning environments for both educators and students.

Project Overview

1.0 INTRODUCTION

1.1 BACKGROUND TO THE STUDY

From education, industry, economy, polities to entertainment (Ayeni, 2000).In many countries today, the use of ICTs has become so important, that it is now the most significant indices in national and economic development, hence, Nigeria’s quest for economic growth can not be achieved without a significant contribution of information and communication technology in teaching and learning at all levels and aspects of her educational system. (Adamu, 2001).

According to Ajayi (2003) ICT is any product that will store, retrieve information electronically in a digital form for example personal computers, digital television, e-mail, robots, desktops etc.
Ali, (2004) in his view opined that information and communication technology is the physical structure of network of computers base systems (hardware, software and media) for purposes of organizing, processing, communicating, accessing, presenting, storing, retrieving and simplifying information when needed and in the form it is needed.

Ogiegbuan and Iyamu (2005) in described ICT as the use of digital technology that already exist to help individuals, business and Organizations use information.

Information and Communication Technologies (ICTs) has come to be an indispensable part of the contemporary world. In fact, culture and society has been adjusted to meet the challenges of the knowledge age. The pervasiveness of ICTs has brought about rapid technological, social, political and economic transformation. Thus a network if “information society” is organized around ICTs of which educational sector is not left out. (Amakin, 2006: Jagboro, 2005).

One of the aims of higher education is the acquisition, development and inculcation of the proper value orientation for the survival of the individual and society (NPE, 2004).

In higher education institution, the demand of the students involves coming to terms with the content and operations of their discipline area as well as learning how to operate within the culture of the institution and sub-culture of their particular faculty. This can be pursued with the involvement of ICTs in teaching and research (NFE, 2004).

It is widely acknowledge that ICT can be use to improve the quality of teaching and learning in any tertiary institution. The prevalence and rapid development of Information and Communication Technologies (ICTs) has transformed the human society from the information technology age to the knowledge age (Galbreath, 200).

It is in this perspectives, that Onasanya (2004) affirmed that ICTs are becoming natural part of man’s daily life; thus their use in education by staff (academic and non-academic) and students is becoming a necessity. Certainly, the present and future academic global community will utilize ICTs to a high degree. This has made it imperative that lectures not only need to use ICTs, but they need to become comfortable with using ICTs. This is to ensure that they participate fully in the life of the contemporary university and to accomplish their everyday task.

Information and communication technologies (ICTs) as defined by Milken Exchange on Education Technology, (1999) is computer based tools used by people to work with the information and communication processing needs of an organization. It encompasses the computer hardware and software, the network and several other devices (video, audio, photography, camera, etc) that convert information (text), images, sound, motion and so on into common digital form.

In conclusion, the effectiveness and efficiency in teaching and learning in the humanities education can be ensured by ICTs potentials.

In Nigeria, the evidence for the growing importance of ICTs in modern university education is the increasing rate in acquisition of computers and other information technologies for use by staff and students.

Although much has been written and said about the value of ICTs in teaching, learning and research, studies have shown that successful integration of technology into the university system depends not only on access and availability but also on the extent to which staffs and student embrace these technologies (Horgan, 1998).

Information and Communication Technology (ICT) have permeated into every sphere of human development, of which education stands to be the greatest benefit of this development. It is in the above regard that this project decided to consider the necessity of this phenomenon in humanities education.

1.2 STATEMENT OF THE PROBLEM

In this modern world, ICTs has been a phenomenon in the educational system. But it is generally true that for some people ICTs might not be readily available accessible and might not be used or under-utilized, and that its use might not be adequately appreciated. This study is out to investigate the availability, accessibility and use of ICTs in humanities education.

1.3 Purpose of Study

The general purpose of this study is to investigate Availability, Accessibility And Use Of Information And Communication Technologies (Icts) In Humanities Education In Unilag.

The specific objectives are to:

(i) find out the ICT facilities that are available In Humanities Education, UNILAG

(ii) find out the ICT facilities that are used by Humanities Education staff.

(iii) investigate the Humanities Education for which staff use ICT facilities.

(iv) find out the level of ICT skills Humanities Education staff and students have in the use of ICT facilities.

(v) find out the benefits staff and students derive from using ICT facilities.

(vi) determine the factors limiting the effective use of ICT facilities by Humanities Education staff.

1.4 Research Questions

This study seeks to answer the following questions:

(i) What ICT facilities are available Humanities Education department, UNILAG

(ii) What are the ICT facilities used by the Humanities Education staff?

(iii) What type of ICT facilities do Humanities Education use in UNILAG?

(iv) What level of skills do Humanities Education staff have in the use of ICT facilities In Teaching Students?

(v) What benefits do Humanities Education staff derive from the use of these ICT facilities?

(vi) What are the factors limiting the use of ICT facilities in Humanities Education Department?

1.5 SIGNIFICANCE OF THE STUDY

This study would be important to the following categories of people:
· Students
· Lectures
· Educational professionals
This is because it would identify policy options and strategies that would make ICTs more relevant and beneficial in humanities education.

The study will also sanitize the government on the importance of allocating more funds on the importance of allocating more funds to the educational sector especially in the provision of ICT equipment in higher education.

It will also awaken lectures and students on the need for adequate embrace of ICTs through continuous training on the use of Information and Communication Technologies (ICTs).

1.6 SCOPE OF THE STUDY

The study will focus on humanities education in the university of Lagos in respect of accessibility, availability and use of ICTs.