International Conference on Information and Communication Technology and Its Applications (ICTA 2016) Federal University of Technology, Minna, Nigeria November 28 – 30, 2016 Competencies Needed by Automobile Technology Teachers towards the Development of ICT for Teaching-learning Purposes Aliyu Mustapha1, Abubakar Mohammed Idris1, Abdullahi Abubakar Kutiriko2, and Abdulrahman Musa Ewugi3 1 Department of Industrial and Technology Education, Federal University of Technology, Minna, Nigeria 2 School of Information and Communication Technology, National Open University of Nigeria, Minna, Nigeria 3 Department of Automobile Technology, Niger State College of Education, Minna, Nigeria aliyu21m@gmail.com Abstract—The study determines the competencies needed by teachers to have the skill to incorporate ICT into the automobile technology teachers towards the development of classroom instruction. ICT for teaching-learning purposes. Specifically, this study Therefore, ICT calls for any activity associated with the identifies the ICT competencies needed by automobile manipulation, management, processing and transfer of technology teachers in computer appreciation, word information between media. In a similar vein, [3] define ICT processing, PowerPoint presentation, data processing, as electronic technology for collecting, storing, processing, computer aided design (CAD) and the use of the internet. Six and communicating information. Therefore, ICT provides an research questions and null hypotheses guided the study. The atmosphere and unique environment in an electronic survey research design was used. The population for the study communication system through which a teacher and student consisted of twenty-four technical college teachers in Niger State, Nigeria. Fifty-three structured questionnaire items were can enlarge and share their cognitive set. used as instruments to collect data from the respondents. Data [4] affirmed that there is no doubt that Nigeria has not obtained were analyzed using mean, Analysis of Variance had its own share of technological development in every (ANOVA) and Scheffe’s test. The findings of the study showed system in the nation most especially the education system. It that fifty-three ICT competencies were needed by the must be noted that ICT for education is one of the means to automobile technology teachers towards the development of amend not something that is profoundly changing education, ICT for effective teaching-learning purposes in the technical but its impact is the major concern in vocational and colleges. In other to assist in the integration and utilization technical colleges’ especially in trade courses such as ICTs in education, it seems to suggest that teachers in higher automotive technology (AT). According to [5], AT is a institutions of learning should be retrained. division of mechanical engineering that deals with the practical application of physics and material science that Keywords-ICT; education; competencies; automobile deals with the design, manufacturing and maintenance of technology teachers mechanical systems using a wide range of tools to regulate, check, identify, tune-up completely any fault for safe and reliable operation, according to manufacturer’s specification I. INTRODUCTION to achieve teaching and learning objectives. One of the yardsticks used for measuring the standard The National Board for Technical Education (NBTE) and civilization of any nation is the Information and developed new curricula for teachers in which ICT has been Communication Technology (ICT). It is an umbrella that included in the new teacher education curricula. The main covers two inseparable concepts, that is, information purpose of the computer courses is to help prospective AT technology (IT) and communication technology (CT). These teachers possess basic computer skills on commonly used concepts wrap all the technical equipment to communicate, computer applications. AT teachers needed to be process and send out information. IT is used as a tool to knowledgeable and skilful in ICT so as to enhance teaching- process, manipulate and manage information while CT is learning practices. [6] defined skills as the ability to do everything linked with the utilization of tools to process and something well, usually gained through training or convey data from one gadget to another. According to [1], experience. the application of ICTs in education is divided into two The ICT competencies in education are a set of broad categories: ICTs in education and ICTs for education. technology principles that delineate proficiency in using The former entails the implementation of the general computer technology in the classroom. Early on, efforts to components of ICTs in the teaching-learning process while develop these principles for teachers were isolated from the the latter involves the development of ICT for teaching- broader teacher competencies and were primarily focused on learning purposes. [2] emphasized that the use of ICT in technological competencies. Consequently, these school curriculum depends on the teacher who will make use competencies were ignored by teacher-training institutions. of ICT to educate the students. These necessitate the need for Teaching is a complex activity, some teachers in technical 11 International Conference on Information and Communication Technology and Its Applications (ICTA 2016) colleges find it challenging to effectively tally their ICT III. AIM AND OBJECTIVES OF THE STUDY instructional material such as audio, video clips, computers, The main aim of the study is to identify the competencies slides, visual aids, electronic whiteboard and electronic needed by automobile technology teachers towards the conferencing material with the goal of their instructional development of ICT for teaching-learning purposes in objective which instigates an information exploration and technical colleges in Niger State, Nigeria. attribution formulation. Specifically, this study seeks to identify the ICT Therefore, AT teachers need to possess different ICT competencies needed by AT teachers in computer competencies in basic areas of computer, such as the appreciation, word processing, power point presentation, computer appreciation and applications software like word data processing, computer aided design (CAD) and the use processing, spreadsheet (excel), powerpoint, computer aided of the internet. design (CAD) and the use of the internet. Word processing is an area of competencies needed by an AT teacher for effective performance in the classroom. It is the most well- liked computer application software AT teachers need at all IV. HYPOTHESIS grade levels to create a book report, lap sheet, letterhead The following hypothesis was formulated and tested at stationery and flyers [7]. According to [8] data analysis deals 0.05 level of significance to guide the study. with the analysis and organisation of data by the repeated use H01: There is no significant difference in data processing of one or more computer programmes such as the application competency among the automobile spreadsheet (Excel). It is a potent instrument used in the technology teachers in Government technical college calculation, manipulation of data, plotting of Graphs and Eyagi Bida (GTC Bida), Government science and analysing of errors that enhance teaching and learning technical college Kuta (GSTC Kuta) and Government process. The AT teacher also needs to be competent in using technical college Kontagora (GTC Kontagora) presentation software and presentation management tools H02: There is no significant difference in word processing such as the power point, to allow AT teachers to fabricate application competency among the automobile something from basic slide shows to complex presentations. technology teachers, Government technical college It offers word processing, graphing, drawing, outlining and Eyagi Bida (GTC Bida), Government science and presentation management tools, all designed to be easy to use technical college Kuta (GSTC Kuta) and Government and learn in the classroom. technical college Kontagora (GTC Kontagora). Another aspect of ICT competencies needed by AT H03: There is no significant difference in the use of internet teacher is in the area of using Computer Aided Design application competency among the automobile (CAD) software for 2 dimensional (2D) and 3 dimensional technology teachers, Government technical college (3D) and drafting which support drawing of circles, lines and Eyagi Bida (GTC Bida), Government science and other shapes; management of colour, layer, creation of technical college Kuta (GSTC Kuta) and Government comment boxes and measurements in both portrait and technical college Kontagora (GTC Kontagora). landscape modes. The internet is a computer-based universal information system [9] composed of numerous interlinked computer networks. Each network enables the sharing of information between tens, hundreds, or even thousands of V. METHODOLOGY computers. The study adopted the descriptive survey design method. In a typical survey, the researcher selects a sample of II. STATEMENT OF THE PROBLEM respondents and administers a standardised structured The shift in the nature of teaching and learning questionnaire in order to elicit information from them [11]. concerning the competency of teachers of ICT in the The population comprises of one (1) technical college in technical colleges today is that teachers find it very difficult zone A, B and C of Niger State, Nigeria. No sampling was to integrate some application software such as powerpoint, employed since the population is small; hence, the whole word processor, AutoCAD and excel among others with the population was used. The instrument used for data collection curriculum to build learning environments and activities for was a structured questionnaire with fifty-three (53) items. students. [10], state that ICT gadgets promote classroom The data were analysed using the mean, Analysis of variance discussion and understanding about complex thoughts, (ANOVA) and Scheffe’s test. The items on the instrument especially through the display of simulation via guided web with a mean score of 2.00 and above were highly needed tours, electronics whiteboard, television, overhead projector (HN) while items with a mean response of 1.50- 1.99 were where the students can concurrently view the resources on needed (N) and items with 1.49 below were equally highly Visual Display Unit (VDU). not needed (HNN) in the section parts accordingly. The Therefore, the effects of the above changing demands of ANOVA and Scheffe’s test are used to test the hypothesis at educational systems to answer national and international 0.05 levels of significance. A critical value of ± 2.13 and issues, which are mostly caused by or related to the 7.78 were chosen and tested at 0.05 levels of significance. utilization of ICT in higher institution of learning Thus, the item with F- calculated or FS-Scheffe’s value less underscores to study the competencies needed by AT than the F- critical was regarded as not significant while the teachers towards the development of ICT for teaching- item with an F-calculated value equal or greater than the learning purposes in the technical colleges. critical was regarded as significant. 12 International Conference on Information and Communication Technology and Its Applications (ICTA 2016) VI. RESULTS TABLE II. MEAN RESPONSES OF THE RESPONDENTS ON THE WORD PROCESSING COMPETENCIES NEEDED BY AUTOMOBILE TECHNOLOGY TEACHERS IN TECHNICAL COLLEGES A. Research Question 1: S/N Item Remarks What are the ICT competencies needed by automobile 1 2 3 t technology teachers in computer appreciation? 1 Format headers and 3.85 3.67 3.72 3.75 HN TABLE I. MEAN RESPONSES OF THE RESPONDENTS ON THE ICT footers COMPETENCIES NEEDED BY AUTOMOBILE TECHNOLOGY TEACHERS IN 2 Manage page layout 2.65 2.76 2.75 2.72 HN COMPUTER APPRECIATION 3 Working with text 3.12 3.33 3.49 3.31 HN 4 Use of proofreading 2.81 2.98 3.19 2.99 HN N1 = 9, N2 = 10, N3 = 8 tools 1 2 3 t 5 Creating bullet and 3.19 3.79 3.70 3.56 HN S/N Item Remarks numbered lists/ tables 1 Connect basic 3.19 3.41 3.22 3.27 HN 6 Creating table of 3.28 3.43 3.66 3.46 HN computer content and index components and 7 Format data: font, 3.93 3.98 3.87 3.93 HN pheripherials size, color, and style 2 Boot up and shut 3.43 3.57 3.30 3.43 HN 8 Preview/Printing of 3.13 3.32 3.65 3.37 HN down computer document 3 Install basic 3.50 3.54 3.59 3.54 HN 9 Insert an equation 2.97 3.43 3.65 3.35 HN computer and symbol into a application word document softwares 10 Use smart art to 3.71 3.63 3.47 3.60 HN 4 Store and retrieve 3.51 3.45 3.47 3.48 HN create timeline documents in the 11 Inserting Pictures, 2.70 3.15 3.30 3.05 HN computer Object, Hyperlink, 5 Configure print 2.73 2.62 2.83 2.73 HN Page number and settings word Art into 6 Print documents 3.58 3.40 3.55 3.51 HN documents 7 Use the computer 2.76 2.65 2.98 2.80 HN 12 Align, centre and 3.10 3.28 3.64 3.34 HN keyboards justify text in efficiently documents 8 Scan a document 2.61 2.75 2.81 2.72 HN 13 Merge/Compare 3.19 3.65 3.70 3.51 HN 9 Move cursor 2.60 3.54 3.73 3.29 HN two or more effectively around documents an active document Grand Mean (g) 3.13 HN 10 Troubleshoot 1.69 2.55 1.75 1.99 N Grand Mean ( g) 2.59 HN C. .Research Question 3: What are the Powerpoint competencies needed by Key: N1= GTC Bida, N2= GSTC Kuta, N3= GTC Kontagora Automobile technology teachers in technical colleges? 1=Mean of TABLE III. MEAN RESPONSES OF THE RESPONDENTS ON THE POWER response GTC Bida, 2= Mean of response GSTC Kuta 3= Mean of POINT COMPETENCIES NEEDED BY AUTOMOBILE TECHNOLOGY TEACHERS IN TECHNICAL COLLEGES. response GTC Kontagora, t = Average mean responses of the S/N Item 1 2 3 t Remarks respondents, Grand Mean ( g) response of the respondents, HN= highly 1 Copy web text, 3.60 3.50 3.70 3.60 HN Multimedia into needed, N= needed and HNN= highly not needed power point environment 2 Organize tables 3.73 3.75 3.70 3.72 HN The result in Table I revealed that the Grand Mean value and charts into (2.59) of the items is above the cutoff point (2.00). slides Therefore, all the respondents highly needed the ICT 3 Use of multimedia 3.41 3.40 3.42 3.41 HN competencies in computer appreciation. portfolio 4 They know how to 2.35 2.22 2.47 2.35 HN use slide layout 5 The use of task 3.37 3.41 3.32 3.37 HN B. Research Question 2: pane What are the word processing competencies needed by 6 They can use 3.93 3.95 3.90 3.93 HN automobile technology teachers for effective performance in transition 7 They can 3.17 3.00 3.33 3.17 HN technical colleges? manipulate power The result in Table II revealed that the Grand Mean value point viewer (3.13) of the items is above the cutoff point (2.00). 8 The use of slide 2.26 2.32 2.17 2.25 HN Therefore, all the respondents highly needed the ICT master out results competencies in word processing. Grand Mean ( g) 3.22 HN 13 International Conference on Information and Communication Technology and Its Applications (ICTA 2016) The result in Table III revealed that the Grand Mean G. Hypothesis 1: value (3.22) of the items is above the cutoff point (2.00). There is no significant difference in data processing Therefore, all the respondents highly needed the ICT application competency among the automobile technology competencies in power point competencies. teachers in Government technical college Eyagi Bida (GTC Bida), Government science and technical college Kuta D. Research Question 4: (GSTC Kuta) and Government technical college Kontagora What are the data processing competencies needed by (GTC Kontagora). Automobile technology teachers in technical colleges? TABLE V. MEAN RESPONSES OF THE RESPONDENTS ON THE TABLE IV. MEAN RESPONSES OF THE RESPONDENTS ON THE DATA COMPUTER AIDED DESIGN (CAD) NEEDED BY AUTOMOBILE TEACHER FOR PROCESSING COMPETENCIES NEEDED BY AUTOMOBILE TECHNOLOGY EFFECTIVE PERFORMANCE IN TECHNICAL COLLEGES TEACHERS IN TECHNICAL COLLEGES S/N Item 1 2 3 t Remarks S/N Item 1 2 3 t Remarks 1 Use layers and 4.00 3.87 3.94 3.94 HN 1 Classify data into 3.21 3.19 3.41 3.27 HN template to create groups drawing 2 Sort data into 3.10 3.43 2.57 3.03 HN 2 Interacting with 3.10 2.69 2.90 2.90 HN sequence the user interface 3 Enter and edit data 3.42 3.50 3.54 3.49 HN 3 Format data: font, 2.59 2.83 2.71 2.70 HN 4 Insert rows and 3.52 3.51 3.45 3.49 HN size, color, and columns style 5 Create a record 3.40 3.58 3.62 3.53 HN 4 Add 2D and 3D 3.00 2.96 2.98 2.98 HN and move from design modeling record to record 5 Draw curves, lines 2.98 3.67 3.33 3.33 HN 6 Use statistical 3.82 3.80 3.78 3.80 HN and circle tools 6 The use of finite 3.40 3.57 3.49 3.49 HN 7 Create simple 2.59 2.76 2.65 2.67 HN element tools database structure 7 They make use of 2.02 3.32 2.67 3.00 HN 8 Format and print 2.88 2.61 3.06 2.85 HN pick tools out results 8 Adding of text 3.49 3.51 3.50 3.50 HN 9 Collect and store 3.40 2.88 3.01 3.10 HN 9 Making outline of 3.14 2.40 2.77 2.77 HN data text, numbers and 10 Interpret result of 3.14 2.60 2.93 2.89 HN object analysis 10 Rotate and 3.40 2.69 3.06 3.05 HN 11 Make use of 2.85 2.69 3.00 2.83 HN skewing of object autofill 11 Integrate the use 2.05 2.83 2.44 2.44 HN 12 Count cells based 2.44 2.54 2.33 2.44 HN of transparent on criteria effect on object 13 Protect worksheet 2.63 2.85 2.40 2.63 HN 12 Manipulate and 2.44 3.40 2.92 2.92 HN 14 Filter unique items 2.47 2.27 2.67 2.46 HN filling of object from a list Grand Mean ( g) 3.09 HN Grand Mean ( g) 3.03 HN TABLE VI. MEAN RESPONSES OF THE RESPONDENTS ON THE ICT The result in Table IV revealed that the Grand Mean COMPETENCIES NEEDED BY AUTOMOBILE TECHNOLOGY TEACHERS IN THE USE OF THE INTERNET value (3.03) of the items is above the cutoff point (2.00). Therefore, all the respondents highly needed the ICT S/N Item 1 2 3 t Remarks competencies in data processing. 1 Understanding of 4.00 3.94 3.87 3.94 HN E. Research Question 5: web browsing applications What is the Computer-aided design (CAD) competencies 2 Navigating 3.10 2.90 2.69 2.90 HN needed by Automobile technology teachers in technical through different colleges? Websites 3 Download files 2.59 2.71 2.83 2.71 HN The result in Table V revealed that the Grand Mean and applications value (3.09) of the items is above the cutoff point (2.00). 4 Sending emails 3.00 2.98 2.96 2.98 HN Therefore, all the respondents highly needed the ICT and file transfer competencies in CAD. 5 Distance 3.40 3.49 3.57 3.49 HN education, education F. Research Question 6: knowledge and What are the ICT skills needed by automobile technology understanding of online learning teachers in the use of the internet? tools The result in Table VI revealed that the Grand Mean 6 Understanding of 4.00 3.94 3.87 3.94 HN value (3.20) of the items is above the cutoff point (2.00). web browsing Therefore, all the respondents highly needed the ICT applications competencies in the use of the internet. Grand Mean ( g) 3.20 HN 14 International Conference on Information and Communication Technology and Its Applications (ICTA 2016) TABLE VII. ONE- WAY ANALYSIS OF VARIANCE (ANOVA) OF THE TABLE IX. ONE-WAY ANOVA OF THE MEAN RESPONSES OF THE MEAN RESPONSES OF THE RESPONDENTS ON DATA PROCESSING RESPONDENTS ON THE USE OF INTERNET APPLICATION COMPETENCY APPLICATION COMPETENCY NEEDED BY AUTOMOBILE TECHNOLOGY NEEDED BY AUTOMOBILE TECHNOLOGY TEACHERS IN TECHNICAL TEACHERS IN TECHNICAL COLLEGES COLLEGES Source SS MS F-cal df F-cri Sig. Decision Source SS MS F-cal df F-cri Sig. Decision Between 0.69 0.35 2.82 2 3.26 NS Accepte Between 0.02 0.0073 0.03 2 3.89 NS Accepted treatment d treatment Within 4.39 0.12 36 Within 3.15 0.2625 12 treatment treatment Total 5.08 38 Total 3.17 14 Keys: df= degree of freedom, SS= Sum of Square, MS= Mean Sum of Square, F-cal= F-calculated, F-cri.= F- critical, Sig.= Significance TABLE X. SCHEFFE’S TEST OF THE MEAN RESPONSES OF THE The hypothesis shows the f-cal value in Table VII which RESPONDENTS ON THE USE OF INTERNET APPLICATION COMPETENCY NEEDED BY AUTOMOBILE TECHNOLOGY TEACHERS IN TECHNICAL is 2.82 since the calculated f ratio is below the f-critical of COLLEGES 3.26 (F-cri > F-cal), the state null hypothesis is accepted at 0.05 level of significance, meaning “There is a significant S/N Schools Fs FI Sig. Decision difference between the mean responses of the respondents on 1 A and B 0.062 7.78 NS Accepted 2 B and C 0.096 NS Accepted data processing application competency needed by 3 C and A 0.280 NS Accepted Automobile technology teachers in technical colleges.” Keys: A= GTC Bida, B= GSTC Kuta, C= GTC Kontagora, Fs= F- Scheffe, I F = F-Critical H. Hypothesis 2: From the comparison, GTC Bida and GSTC Kuta are not There is no significant difference in word processing significantly different since FI (7.78) with Fs (0.062) FI > Fs application competency among the automobile technology GSTC Kuta and GTC Kontagora are not significantly teachers, Government technical college Eyagi Bida (GTC different FI (7.78) with Fs (0.096) FI > Fs; GTC Bida and Bida), Government science and technical college Kuta GTC Kontagora are also not significantly different FI (7.78) (GSTC Kuta) and Government technical college Kontagora with Fs (0.25) FI > Fs. (GTC Kontagora). Since GTC Bida and GSTC Kuta, GSTC Kuta and GTC Kontagora and GTC Bida and GSTC Kontagora are not significantly different, i.e the groups did not show the source TABLE VIII. ONE-WAY ANOVA OF THE MEAN RESPONSES OF THE of major difference. This gives the impetus to conclude that RESPONDENTS ON WORD PROCESSING APPLICATION COMPETENCY NEEDED BY AUTOMOBILE TECHNOLOGY TEACHERS IN TECHNICAL COLLEGES the groups give rise to the need for the use of the internet. Source SS MS F-cal df F-cri Sig. Decision Between 0.02 0.0081 0.04 2 3.24 NS Accepted treatment Within 3.15 0.2108 39 VII. DISCUSSION OF FINDINGS treatment From the study, it was revealed that the twelve (12) Total 3.17 41 computer appreciation skills were needed by AT in Niger State, Nigeria for effective teaching in the technical colleges. The hypothesis shows the f-cal value in Table VIII which The findings concur with the view of [12] stated that a is 0.04 since the calculated f ratio is below the f-critical of computer literate teacher should have skills with the ability 3.24 (F-cri > F-cal), the state null hypothesis is accepted at to programme and control a computer for professional, 0.05 level of significance, meaning “There is no significant personal and academic goals. difference between the mean responses of the respondents on The findings on word processing skills show that the word processing application competency needed by sixteen (16) word processing skills identified were needed by Automobile technology teachers in technical colleges.” AT teachers. The findings coincide with [13] accentuated that it is imperative for teachers to get the knowledge and competencies in word processing to be efficient in the I. Hypothesis 3: performance of their work. There is no significant difference in the use of internet The findings on internet skills needed by an AT teacher application competency among the automobile technology in Niger State, Nigeria were in conformity with the work of teachers, Government technical college Eyagi Bida (GTC [14] declared that the internet proffers the best opportunity of Bida), Government science and technical college Kuta acquiring exceptional facts from the web. [15] supported that (GSTC Kuta) and Government technical college Kontagora the internet is one of the cardinal transformations of the (GTC Kontagora). computer that has found its way deeply into the academic The hypothesis shows the f-cal value in Table IX which sector; using the internet makes available to the teacher's is 0.03 since the calculated f ratio is below the f-critical of information that cannot be found in any other way except 3.89 (F-cri > F-cal), the state null hypothesis is accepted at through the World Wide Web (WWW). In a similar vein, 0.05 level of significance, meaning “There is no significant [16] affirmed that the internet provides access to more difference between the mean responses of the respondents on information than the librarian could dream of; therefore, the use of internet application competency needed by teachers need skills on the internet before they could access Automobile technology teachers in technical colleges” it. 15 International Conference on Information and Communication Technology and Its Applications (ICTA 2016) The findings on data processing skills needed by AT Education, Training and Strategic Studies at Gweru Polytechnic, teachers in technical colleges were in concurrence with the Greener Journal Of Educational Research, 2015, vol 5 No. 6, pp 215- 222 work of [8] acknowledged that data processing is used [3] H. Usoro, E. S. Out, A. O. Ekong and M. H. 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