COVID -19 Pandemic and Neo-liberal University: Implications and Challenges for Platform Pedagogy in Nigeria (Published)
As countries all over the world continue to grapple with devastating impacts and experience of COVID-19 Pandemic, even with the current variants of the disease, all aspects of livelihood and socio-economic activities of the people are affected. Even as countries reintroduced lockdown and other risk-mitigating measures, post-pandemic measures continue to impact on lives of the people. In the ensuing context, world of work and work activities, both at formal and informal levels are affected. Teaching and learning, and other academic work in the universities system are also affected. For the universities’ systems, work activities such as teaching, learning and conduct of other academic work are increasingly being “redirected” and “pivoted” on digital technology. While some semblance of on-line academic work may have been introduced, broadly, in the management of higher education before now, sufficient and deliberate institutional policy frameworks are just evolving in the universities in Nigeria to support digital learning. As the current situations of “migration” to on-line academic works are largely characterized with “panicky measures” amidst the pandemic, necessities for digital skills, improved infrastructure, and equity access are equally needed to impact on Higher Education policy frameworks. However, this remains a challenge in contemporary management of universities systems in Nigeria. This paper critically explores the implications and challenges of on- line learning and teaching in the universities. It is argued that the emblematic character and dimensions of neo-liberal policy framing, generally, further make sustainable migration to on-line academic work problematic in the universities. In utilizing Gramsci’s hegemonic analysis, it is further demonstrated in the paper that, as part of emblematic character of digital technology, as influenced by neo-liberal policy framing, there has been a phenomenal rise in digital inequalities, broadly; limiting equal access to digital technology and higher education in Nigeria.
Appraising the Extent of Digital Divide between Music Teachers and Students in Anambra State Secondary Schools, Nigeria (Published)
The study investigated the extent of existence of digital divide between music teachers and students in selected secondary schools in Anambra State. Two objectives and two research questions guided the study using descriptive survey design. Threeeducation zones consisting of nine public secondary schools, 18 music teachers and 270 music students formed the sample for the study. Structured questionnaires and oral interview were developed for teachers and students, and were used for collecting data from the field. The data gathered were presented quantitatively and qualitatively. The reliability indexes were calculated to be 0.71 and 0.70 for teachers and students respectively. Mean and standard deviation were the statistical tools used in the analyses of the work. The findings revealed high extent of digital divide based on the responses of both music teachers and students on the place of ICT in operative curriculum.There was low extent of digital disparity in ICT knowledge on the teachers part and high extent of digital disparity in ICT knowledge on the students part. The recommendations were that; the present music curriculum should be restructured to integrate ICT in order to meet the needs of 21st century music education and music teachers should be trained to have the wherewithal in ICT applications for bridging the digital disparities. The study has fully established the need for paradigm shift from traditional method of teaching to technologically-based teaching by music teachers in Anambra State secondary schools.
Digital divide is the gap between demographics and areas that have access to modern information and communications technologies and those who do not have this access. This has affected a greater percentage of our 21st century learners in our classrooms today by disconnecting them from the current trends globally which has created a digital divide. This paper seeks to address an attempt at bridging the digital divide: the relevance of Marshall McLuhan’s media ecology theory. This paper thus overviewed the concept of media ecology and Marshall McLuhan’s ecology theory. It further discussed some strategies on bridging the digital divide, characteristics of digital native. Finally, conclusions and some recommendations were made.
Digital libraries are emerging concepts in Nigeria, and digital literacy is a necessary tool or skill needed in making use of resources in the digital library. Most Nigerian libraries are faced with challenges in library usage and services due to inadequate literacy and digital skills required to make maximum use of digital library. This in turn has led to digital divide among both users and staff. Libraries owe it to their users, to make information accessible to all, irrespective of their locations, languages and literacy levels, as libraries support all forms of literacies from basic to digital. How then, can all these be made possible if users are not digitally literate?. The study hope to bring to light the essence of digital literacy in digital libraries, consequence of not being digital literate, and ways libraries can promote digital literacy. The study employed qualitative approach as research design. The researcher searched online journal articles, databases and looked at various studies carried on digital literacy, the importance, digital libraries, implication of digital literacy in libraries and ways libraries can promote digital literacies in their libraries with focus on Nigeria and proffered solutions for tackling the menace of digital divide to digital libraries and to the society generally.