Media
Technology is an essential component of school, intellectual diffusion and
research programmes assessment. Nkanu and Usang (2007) remarked that these
trends make it possible for teachers to break away from professional isolation
with Media Technology, they can easily connect with other teachers outside
their immediate environment with sources of teaching materials.
Before now, the
observed, learners were dependent on teachers and librarians for information
but now, availability of Media Technology facilities in schools is helping them
to redefine the role of teachers and librarians thus enabling them to focus on
analyzing information and sharpening their critical thinking skills. It is in
the same stead that the Federal Government of Nigeria emphasized in section II
(102) (A) of the National Policy on Education that:
A
Network of Educational Services Centre in Nigeria (NESCN) shall be setup to
provide a forum for exchanging of ideas on the development and use of
innovative materials for improvement of education. All states, teacher resource
centres, university institutions of education and other professional bodies
shall belong to the network of Media Technology.
Obviously, Media Technology would bring
about collaborative, provide participation, cooperation and interactive
learning environment, as well as enrich the curriculum content. Studies
conducted worldwide indicated that students working in a collaborative
environment using technology-infused instruction have had better academic
achievement (Cheorg, 2008; Lee Predhan & Dalgarno, 2008; Barwach, 2006 and
House 2006 cited in Masole, 2008). Media Technology as a technological-based
instruction methodology facilitates the achievement of content and objectives
of the curriculum since it enables students to access accurate information
easily unlike the traditional methods require strenuous co-ordination. Nkanu and
Usang (2007) observed that the educational system has undergone major
structural changes. That is from pedagogical methodology to the current phase
of more sophisticated, but user friendly technology-based instructional
methodology. The complexity resulting from the enormous instruction
co-ordination mechanism is reduced or eliminated with the new system (Media
Technology and E-Learning).
Media Technology is also important in
that it has enabled learners to see things and master them faster than as it
was in the olden years. Appreciating this, Udensi (2006:124) stated:
In
fact, our ways of life have been greatly touched and influenced, Media
Technology equipment have brought about speedy, timely and efficient
information processing which is very significant to people. Again, Media
Technology equipment have made it possible for modern man to see more
information in a day the people hundred years ago used to see in whole year.
Media Technology also help learners in
the acquisition of four basic language skills of listening, speaking, reading
and writing. Acquisition of these four basic language skills is very important
because when learners acquire them they can easily master the concepts in the
curriculum of all levels of education faster. To that end, Okereka (2007)
emphatically stressed that, Media Technology increases reading skills. Computer
had made the teaching and learning of writing (essay) can now be better
enhanced by using computer programmes that corrects errors and provide
feedback. Through Media Technology learners can make use of the most up-to-date
texts from the conventional library. This will help the learners to get access
to relevant texts which will help the learners to get access to relevant text
which will help them in their lesson.
Furthermore, Media Technology helps in
erection of individualized and collaborative instruction. With the use of
computer, learners can learn individually and collectively with or without the
teacher in the classroom. Hence, Tuoyo (2007) stated that computers are tools
for teachers and students. They can be useful for erection of individualized
and collaborative instruction and can manage and generate instructional
research and administrative data. Thus makes full implementation of curriculum
in all levels of education easier and more practicable; hence there is greater
hope of realizing the national educational goals as enumerated by Federal
Republic of Nigeria (FRN, 2004).
Media Technology assists in evaluation
of students’ performance. Evaluation is a very important aspect of curriculum
implementation. With the use of Media Technology, evaluation of students’
performance is easy for both teachers and administrators, since it provides
immediate feedback to the students. With provision of immediate feedback, students
and teachers can find out the area of strength and weaknesses for modification.
Commenting on the usefulness of provision of feedback to the learners, Mkpa
(2007) stated that it is an established fact that most effective learning
occurs by engaging and giving him immediate feedback on his performance as he
learns.
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