TECHNOLOGY-ENABLED LEARNING AND ASSESSMENT: A CASE STUDY OF KANO UNIVERSITY OF SCIENCE AND TECHNOLOGY, WUDIL
Learners are actively engaged with learning objectives when different types of technology are used, including a virtual classroom. Technology tools have also made the assessment of educational goals very easy. However, these tools do not seem to be used in our schools. This research set out to find out if technology tools like virtual classrooms, interactive whiteboards, etc., are used in our institutions and to proffer solutions where the reverse is the case. The study used three research questions, and a survey design with structured questionnaires was used to collect the data. The result of the study shows that the lecturing staff in Kano University of Science and Technology, Wudil, do not engage in the use of many technology tools in their teaching. Hence, students are deprived of the opportunity of learning and acquiring hands-on experience using the tools. The second finding shows that most staff members are conversant with the required tools for use in the classroom. Thirdly, it was discovered that the institution itself does not support the use of technology tools. Hence, they are not provided. The study, therefore, recommends that the institution should endeavour to provide technology tools and internet for easy connectivity among others so that they can be used for learning and assessment.
Key Words: Technology-enabled learning, Assessment, Educational Technology in Kano University of Science and Technology, Technologiccal tools.
Prof. Daniel Momngu Tiough & Dr. Aisha Isa
TECHNOLOGY-ENABLED LEARNING AND ASSESSMENT: A CASE STUDY OF KANO UNIVERSITY OF SCIENCE AND TECHNOLOGY, WUDIL
Learners are actively engaged with learning objectives when different types of technology are used, including a virtual classroom. Technology tools have also made the assessment of educational goals very easy. However, these tools do not seem to be used in our schools. This research set out to find out if technology tools like virtual classrooms, interactive whiteboards, etc., are used in our institutions and to proffer solutions where the reverse is the case. The study used three research questions, and a survey design with structured questionnaires was used to collect the data. The result of the study shows that the lecturing staff in Kano University of Science and Technology, Wudil, do not engage in the use of many technology tools in their teaching. Hence, students are deprived of the opportunity of learning and acquiring hands-on experience using the tools. The second finding shows that most staff members are conversant with the required tools for use in the classroom. Thirdly, it was discovered that the institution itself does not support the use of technology tools. Hence, they are not provided. The study, therefore, recommends that the institution should endeavour to provide technology tools and internet for easy connectivity among others so that they can be used for learning and assessment. Key Words: Technology-enabled learning, Assessment, Educational Technology in Kano University of Science and Technology, Technologiccal tools.