Impact Of Application Of E-Learning To The Teaching And Learning Of Agriculture

1.0 INTRODUCTION:

This chapter introduces the Impact Of Application Of E-Learning To The Teaching And Learning Of Agriculture and its relevance, states the research problems, research questions, and objectives, provides a background of the study, and should also include the research hypothesis [INTRO39692]…

2.0 INTRODUCTION:

This chapter provides the background and context of the research problems, reviews the existing literature on the Impact Of Application Of E-Learning To The Teaching And Learning Of Agriculture, and acknowledges the contributions of scholars who have previously conducted similar research [REV39692] …

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary

This research work attempts to answer questions on the roles of ICT on teaching and learning of students, the limitations and the challenges of its integration in education systems. Information communication technologies are influencing all aspects of life including education. They are promoting changes in working conditions, handling and exchanging of information, teaching-learning approaches and so on. One area in which the impacts of ICT is significant, is education. ICT is making major differences in the teaching approaches and the ways students are learning. ICT-enhanced learning environment facilitates active, collaborative, creative, integrative, and evaluative learning as an advantage over the traditional method. In other words, ICT is becoming more appropriate in the realization and implementation of the emerging pedagogy of constructivism that gives greater responsibility of learning for students. Several surveys are showing that ICT use in education systems of developed nations has comparatively advanced than ICT use in education systems of developing nations.

In addition, the major promises of ICTs use in education systems of developing countries focus on training teachers and students in new skills and introducing innovative pedagogies into the classrooms, investing on ICT infrastructure for schools and creating networks among educational institutes, improving overall standard of education by reducing the gap in quality of education between schools in urban and rural areas, initiation of smart school with objectives to foster self-paced, self-assessed, and self-directed learning through the applications of ICTs, and developing ICT policy for education and training. On the other hand, this article discusses the major limitations of ICT use in education as teacher related, student related, and technology related.

5.2 Conclusions

The role of ICTs in the education is recurring and unavoidable. Rapid changes in the technologies are indicating that the role of ICT in future will grow tremendously in the education sector.

1. By observing current activities and practices in the education, we can say the development of ICTs within education has strongly affected on a. What is learned? b. How it is learned? c. When & where learning takes place d. Who is learning and who is teaching.
2. ICT also focuses modification of the role of teachers. In addition to classroom teaching, they will have other skills and responsibilities. Teachers will act as virtual guides for students who use electronic media.
3. Ultimately, the use of ICT will enhance the learning experiences of students. Also it helps them to think independently and communicate creatively. It also helps students for building successful careers and lives, in an increasingly technological world.

5.3 Recommendations

1. We advise that both the teachers and the students should develop personal interest in the use of ICT.
2. For sustainable integration of ICT in education, funding and other infrastructural issues should also be addressed
3. ICT should be made compulsory in institutions and the educators should be given proper training on the effective use of ICT.
4. ICT should be promoted all over the country and be made available and affordable to the people especially the educators and educational institutions.
5. A stable power supply should be made available for the effective use of ICT in Nigeria.
6. Teachers in the training institutions should be imbued with the skills and abilities of ICT literacy and sensibilities so that the knowledge and attitude acquired will cascade onto the learners that they come in contact with in the classrooms when they begin to practice.
7. There is need to create an enabling environment for teacher education programs to strive toward producing highly qualified ICT literate teachers and teacher educators that would assist in making the integration and usage of ICT in schools a success.
8. Nigeria also the need to develop a specific policy for ICT in education- a national policy for ICT in education will help to locate Nigeria in the emerging global knowledge based economy, coupled with strategic investment in education to enable greater productivity in the workforce and thus increased national competitiveness.