AN EXAMINATION OF THE USAGE OF INFORMATION AND COMMUNICATION TECHNOLOGY BY THE ACADEMIC STAFF OF UNIVERSTY

Abstract

The study examined usage of basic computer applicationsand awareness, access and utilizationof academic e-resources, as well as the challenges encountered in the process, by the academic staff of Ahmadu Bello University Zaria. The study was anchored on the Unified Theory of Acceptance and Use of Technology (UTAUT). A survey method of communication research was employed with questionnaire as the instrument of data collection. A sample of 330 lecturers was drawn from the twelve faculties of the University using stratified probability sampling technique. The results showed that majority of the respondents across all the faculties use basically five computer applications; Microsoft word, Excel, PowerPoint, Adobe Reader and SPSS. Also, there is high awareness with variation in access and utilization of various academic e-resources according to disciplines. However, academic e-resources that offer multidisciplinary resources and as well open access like Google Scholar, Research Gate, African journal online,Science Direct andDirectory of Open Access Journalsare mostly accessed and used by lecturers from the Faculties of Human Medicine, Veterinary medicine, Science, Agriculture and Pharmaceutical Sciences than their counterparts in the Faculties of Law, Education, Social Sciences, Arts, Environmental Design, Engineering and Administration. Lecturers who have low access and utilization levels of various computer applications and academic e-resources are largely challenged by low ICT skills, excess workload, technophobia and lack of reliable institutional internet facility and subscription to academic e-resources in the faculties. The study recommends improved ICT training for academic staff, complete Wi-Fi and LAN networking of the faculties and committed subscription to academic e-resources by the University. This should be backed up by a policy that emphasizes the use of e-platforms for research delivery, teaching and seminars by the academic staff.

CHAPTER ONE

INTRODUCTION

1.1. Background to the Study

The term Information and Communication Technologies (ICTs) refers to the technologies that are used to transmit, process, store, retrieve, create, display, share or exchange information by electronic means. This broad definition of ICTs includes such technologies as radio, television, video, DVD, telephone (both fixed line and mobile phones), satellite systems, and computer and network hardware and software, as well as the equipment and services associated with these technologies, such as video-conferencing, e-mail and blogs (UNESCO, 2007).

Howell and Lundall (2000) view ICTs as encompassing all forms of technologies used to create, store, process and use information in its various forms (data, voice, image, multi-media presentations and other forms, including those not yet conceived) and which enable, facilitate and support communication. Most especially ICTs include telephone, mobile phone, private automatic box exchange (PABX), photocopier, scanners, fax machines, close circuit television sets, cameras, personal digital assistants (PDAs), conventional digital camera, microwave link systems and very small aperture terminal (V-Sat), computer, magnetic tape, CD-ROMs, DVDs and the Internet.

According to Iahad, Madar, Oye& Rahim (2012),ICT is an umbrella term that includes any communication device or application encompassing radio, cellular phones, hardware and software, smartboard, computer and network, satellite, etc. These can be used to enhance and support face to face or mediated communication. Information and Communication Technologies (ICTs) are often described as technologies which comprise computers and telecommunication devices that are used for information gathering/acquisition, processing, storage, retrieval and dissemination by users. The revolution in ICTs is sweeping across the world and even in developing countries like Nigeria. Information and communication technologies have led to the introduction of new methods of teaching and enhancing the conduct of research and learning (Sansanwal, 2009). University administrations in Nigeriaconsider information and communication technologies as necessary facilities in the process of learning and teaching (Nwachukwu&Ason, 2015).ICTs have become a driving force in the academia as they provide a platform where academics can generate, store, retrieve, preserve and transmit information.ICTs encompasses all the technologies that facilitates the processing, transfer and exchange of information and communication services. In principle, ICTs have always been available since the advent of the printing press,the only difference is that from the late twentieth century there has been rapid advancement in communication technology and this has changed the traditional ways by which information was processed; communications conducted, and services made available (Adu, 2002). Kaplan (2001) is of the view that technological advancements have changed business operations especially in the media business and also the way people communicate. One would even imagine replacing the term “Post-industrial Society” with “Information Society”, that is a society where the ability to access, search, use, create and exchange information is the key to individual and collective well-being. In the academia, the information and communication technologies are seen as advances in technologies that provide rich global resources and collaborative environment for the dissemination of ICT literacy materials and interactive discussions, sharing research information and international exchange of ideas which are critical for advancing meaningful educational initiatives, training high skilled educators and understanding issues relating to academic development. ICTs have the potential for increasing access to and improving the relevance and quality of education. They represent potentially equalizing strategies for developing countries. ICTs greatly facilitate the acquisition and absorption of knowledge, offering universities unprecedented opportunities of enhancing education; improving policy formulation and execution; and widening the range of opportunities (Emmanuel &Ngozi, 2014). ICTs as electronic or computerized devices enable individual or group to process and share information (Ofodu, 2007). Virtual communication or e-learning is considered as the use of ICT in education to enhance and support teaching and learning process (Yusuf, 2005). Therefore, ICT is a teaching tool that aids the education of students both on and off campus by means of teaching online offered via a web-based system (Pulkkinen, 2007; Wood, 1995). The higher education institutions around the globe have increasingly adopted ICTs as tools for teaching, curriculum development, staff development, and student learning.

It is widely acknowledged that ICTs can be used to improve the quality of teaching and learning in any tertiary institution. The prevalence and rapid development of information and communication technologies (ICTs) have transformed human society from the information technology age to knowledge based age (Galbreath, 2000). ICTs are becoming a common part of people’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 lecturers do not only use ICTs, but that they are also comfortable using them(Yusuf &Onasanya, 2004).

ICTs are considered the application of digital equipment to all aspects of teaching and learning. The use of ICT has brought about rapid transformation that involves the use of computers, internet and other information technologies. It is through ICTs in this 21^st century that University lecturers, can sit comfortably in their offices or elsewhere and conduct research or communicate with students, give lectures, send lecture notes, link or guide students on where to obtain learning materials, among others. With ICTs, communication of information and knowledge is being done in a more effective and convenient manner (Jimoh, 2007).

The information and communication technologies have given rise to new modes of organizing educational environment and has introduce new concepts in the teaching process as it offer access to up-to-date research reports and global knowledge. ICTs have become invaluable tools for communication, learning, teaching and collaborative research among academics (Nwezeh, 2007).

Dangani& Mohammed (2009) state that the use of information and communication technologies in teaching and research by academics has arisen because of the increase in demand for information andinformation sources. The information revolution and the extraordinary increase in the spread of knowledge have given birth to a new era of knowledge and information which directly affects all spheres of human life. Based on this trend, individuals, organizations and governments worldwide have recognized the role that information and communication technologies play in fostering growth and development, especially in the academia and research institutes. Many developing countries face challenges in harnessing ICTs for their educational systems in other to promote broader economic and social development plans.This realization has madegovernments in developing countries to articulate broader visions for the development of information societies, in which widespread access and use of technology can increase and nurture human capital, improve government services, promote culture, and support economic growth. The ICT sector is targeted as a vehicle for this growth and social development and thus the educational sector has acrucial roleto play in such efforts as stated in Nigeria‟s (2014-2015) ICT Country Report (www.infodev.org).

According to Jager and Lokman (1999),the functions or use of ICTs in education are:

1. ICTs as object of learning;this refers to learning about ICTs as mostly organized in a specific course. What is being learned depends on the type of education imparted and the level of the students. Education prepares students for the use of ICT in education, future occupation and social life.
2. ICTs asassisting tool. ICTs are used as tools for example, working out assignments given, collecting data and their documentation, communicating and conducting research.
3. ICTs as media for teaching and learning. This refers to ICTs as tools for teaching and learning as they serve as media through which teachers can teach and learners can learn.

The significance of ICTs in this 21^st century, especially in the learning institutions can hardly be over emphasized as the National Universities Commission (NUC) considers advancement in the utilization of ICTs as one of the major yardsticks in ranking universities in Nigeria. As posted on its website (http://nuc.edu.ng/), the 2016 ranking of the Nigerian universities shows that A.B.U (being one of the first generation universities in the country) did not rank among the first three in the countrybut rather is ranked number 6 out of 113 universities consisting of public and private universities. The ranking in addition to some other factors are connected to a large extent with availability, adoption and utilization of ICTs in the university.

1.2. Statement of the Problem

Information and communication technologies play important role incapacity building of the academics in the Nigerian universities in the area of conductingresearch, publication, teaching and communication. It is observed thatmany academics especially those in the lower and middlecadre know the importance of acquiring ICT skills for academic productivity and delivery.However, Archibong&Effiom (2009) in their study discovers that theuse of ICTs is more challenging to academics who arein higher academic positions and those thatlearn under poor ICT environment.

Not more than twenty years ago, the majority of the academics in the Nigerian universities relied heavily on the conventional manual method of conducting research and searching of bibliographies, abstracts and printed sources to update their knowledge or obtain information for research and publication. Nowadays the trend has changed as many academics now use ICTs in the academia. To this end, Dagani& Mohammed (2009) argue that ICT literacy is necessary in the scheme of things in the 21^st century. A cursory observation reveal the use of some ICT tools by academic staff, with no empirical study of what they use the ICT tools for. Several researches suggest that ICTs will be an important means of communication and knowledge delivery for this generation and next (Bransford, Brown & Cocking, 2000). For most developing countries, the use of ICTs in education and training have become a priority during the last decade. However, very few developing countries have achieved progress in using ICTs to support and change the traditional teaching method, research, communication and learning process in many universities. Others are still in the early phase of information and communication technologies adoption as some academics in Nigerian universities show resistance and at the same time have problem of technophobiatowards the use ICTs (Suleiman,Manir& Muhammad, 2012). It is for this reason that the Federal government and MacArthur Foundation recently intervened by providing ICT facilities (fiber optic connection) in A.B.U and also nationwide digital appreciation workshop and training for higher institutions in the country with preference to universities. However, despite the interventions of the federal government and MacArthur foundation in Ahmadu Bello University, it is still observed that some academic staff are having challenges of technophobia and low skill in utilizing ICTs to discharge their academic duties. Despite the fact that this problem exists, there has not been recently published study on the use of information and communication technologies in research, teaching and communication by the academic staff of Ahmadu Bello University, Zaria. The only recent study on this was in2009 by Dagani and Muhammed 2009. Therefore, the present study should be seen as one of the series of research required for appreciating development and progress in the adoption and utilization of ICTs for performance enhancement in the Nigerian universities.

1.3. Aim and Objectives of the Study

The aim of the study is to examine usage of Information and Communication Technology among the academic staff of Ahmadu Bello University Zaria. The specific objectives are:

• To examine the usage of basic computer applications by the academic staff of Ahmadu Bello University
• To examine the awareness, access and utilization of academic e-resources by the academic staff of A.B.U
• To identify the challenges encountered by the A.B.U academic staff in utilizing ICTs.

1.4. Research Questions

The study is set to seek answer to the following questions:

• What basic computer application(s) are A.B.U academic staff capable of using?
• What types of academic e-resources are A.B.U academic staff mostly aware of and canaccess and utilize for research and teaching purposes?
• What are the challenges encountered by A.B.U academic staff in utilizing ICTs?

1.5. Significance of the Study

The study will help the management of Ahmadu Bello University, Zaria to know the strengths and weaknesses of its academic staff in relation to usage of computer application(s) in various disciplines. The results that emanate from the study will give an update situation analysis of the usage of ICTs in academic activities by the academic staff ofAhmadu Bello University, Zaria. The last time a study of such was conducted in the year 2009. This will help in giving the management afair knowledge about the capability of its academic staff‟s capability, competency, and experience in relation to various computer applications before effecting a change in the ICT policy of the university. In addition to this, the study willhelp the university management in knowing the kind of academic e-resources its staff can access and utilize for academic delivery. Through thisstudy, the management of A.B.U will also know which academic e-resources to subscribe in view of the interest of its staff. Thefindings of this study will still help the management of A.B.U to identify areas of ICTs that constitute challenges to its academic staff with a view to finding solutions to them.

At the national level, the findings from this study will be relevant for the National Universities Commission (NUC) and the Nigerian Educational Research and Development Council (NERDC) in ICT capacity-building program for the Nigerian universities. The study has revealed areas of strength and weakness of lecturers in A.B.U in using computer applications in the academia. The use of ICTs by academics as it relate to teaching and research cannot be ignored, if good capacity and high productivity quality are to be achieved and sustained among academics in Nigerian universities. Finally, the study will also be useful for further research as it can serve as reference material for researchers in the area of ICTs.It is also hoped that the study will contribute to the existing body of literature on the study of Information and Communication Technologies by academic staff of Nigerian Universities.

1.6. Scope and Limitations of the Study

The study was conducted on how ICTs are being used by the academics in research, teaching and communication in A.B.U, Zaria. The study also investigated the access and utilizing of academic e-resources for academic delivery.

The study specifically, has been delimited to the academic staff in the 12 faculties of A.B.U, Zaria, hence generalizing the study across all Nigerian universities may not be possible. These arefaculties of Agriculture, Arts, Pharmaceutical Sciences, Administration, Education, Engineering, Environmental Design, Law, Medicine, Science, Social Sciences and Veterinary Medicine. Ten faculties are situated in Samaru campus inSabonGari local government area while the remaining two are located in Kongo in Zaria local government. Both local governments are under Kaduna state. Another limitation is that the study used only quantitative survey method which at the end has given quantitative results. If the study had used the quantitative aspect (questionnaire) for academic staff and used qualitative method (in-depth interview) for policy makers of the university to get their views or efforts been done to ease ICT challenges of the academic staff in the university. Combining the two methods would have added quality to this research work.

1.7. OperationalDefinitions

The following are defined within limit of this research work:

1. Academic staff:This refers to the teaching staff of the university which does notinclude academic technician who handle practical components of courses.
2. e-resources: These are Database, websites and online libraries that provides academic resources.

• Basic computer application(s): These are basic computer soft wares that are needed/used in the academia.

1. ICTs: This refers to computer applications aspect of information and communication technologies.
2. Awareness: This refer to knowledge about the existence of academic e-resources

VI.	Access: This refers to availability
VII.	Utilization: It refers to use or usage
VIII.	Adoption: This refers to acceptance and use of ICTs

 

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