Tag Archives: ICTs

Developing Rural Communities in Nigeria Through Information and Communication Technologies and the Potential Barriers (Published)

The roles of Information and Communication Technologies (ICTs) in all spheres of human activities have been applauded by researchers and/or professionals in the field. Rural community development is a critical driving force in a nation’s advancement. The effort is to address and successfully support the specific needs and opportunities of the communities and their inhabitants. As a result, any nation that has weak or undeveloped rural communities finds it extremely difficult to reach the height of its developmental stride. In the same manner, the role of new technologies in modern times cannot be quickly exhausted in a hurry. As a result, this paper attempts to identify and conceptualize “ICTs” and “Community development”. It also attempts to understand the technological tools, and how these various tools are used to address community developments, particularly in Nigeria and the wider world at large. The paper further examined the challenges or obstacles hindering the effective use of Information and Communication Technology tools in rural community development in contemporary times. The authors finally made suggestions for combating the effective implementation of ICT tools in rural community developments.

Keywords: Community development, ICTs, and rural development, electronic development, technology tools

Factors Associated with the Use of Information and Communication Technologies in Training Farmers on Farming Techniques by Extension Agents in Southwestern Nigeria (Published)

This paper presents historical information on ICTs utilization concerning agricultural production. An overview of factors associated with ICTs usage in training farmers on farming techniques by EAs in south-western Nigeria and perceived factors that determine the ICTs utilization among EAs were highlighted. The multistage sampling procedure was used in selecting 287 EAs in Ogun and Oyo States of Southwestern Nigerian. A structured questionnaire was used to obtain relevant information for the study. Data collected were analyzed with frequency distribution, percentages, and mean as the main descriptive statistical tool while a t-test was used to make inferences about the data collected. The mean age of the EAs was 38.25 years, majority (99.0%) of the respondents sampled were married, while the mean year of experience in extension service is 8.13years. Affordability (84.0%), accessibility (90.9%), level of education (73.5%) were the major identified factors associated with the choice of ICTs to be used in training the farmers on farming techniques by the EAs. ICT device ownership status (80.1%) and ICT knowledge level of EAs were among the perceived factors responsible for the frequency of use of ICTs in disseminating agricultural production techniques to farmers by the EAs. There is no significant difference in the use of ICTs in training farmers on farming techniques by the EAs of the selected states. Hence the study recommends that adequate ICT facilities should be provided at affordable prices and accessible to the EAs. Government should encourage ICTs’ knowledge level of EAs through the provision of regular training and internet facilities should be made available with a constant power supply to encourage technology transfer and increase in food production in the area and Nigeria at large.

Citation: Akintonde J.O., Akintaro O.S., Rahman S.B., Bamidele B.S., Oladosu I.O. and Ogunwale, A.B.  (2021) Factors Associated with the Use of Information and Communication Technologies in Training Farmers on Farming Techniques by Extension Agents in Southwestern Nigeria, International Journal of Agricultural Extension and Rural Development Studies, Vol.8, No.4, pp.29-35

Keywords: ICTs, Training, extension agents, farming techniques

Training need on Communication Skills and ICTs in Agricultural Extension; An Effective Approach to Rural Development (Published)

The increased use of information and communication technologies in extension requires continuous training of personnel of extension service delivery in any country. The advent of ICTs in agricultural extension is that which can boost the collection, processing and transmission of data, as well as quality information to more farmers  in a bottom-up and interactive channel of communication. However, ICTs may be the only way in which farmers can access a variety of information sources that are accessible, affordable, relevant and reliable. In some developing countries, application of ICTs in communication and other farmers ‘need may assume repugnant to their daily use as a result of the complexity of the innovation. This means that these individuals are disadvantaged and lack the basic skills required to harness the benefit of ICTs. In this case, assistance of intermediaries such as extension agents may thus be required and this calls for the training and retraining of such personnel so that they can give their best services to the rural farmers to enable them improve on their production capacity. In view of these, this paper used analytical approach to review the following; Concept of ICTs, training Types of Training, Process of Training Phases, determinants of the areas of training programme, selecting a training method and Constraints to training of extension personnel. This paper recommended that there is need for capacity building orientation and training of extension worker at all levels to be able to provide more customized information to meet each user’s needs.

Keywords: Communication Skills, ICTs, Trainings

A Multivariate Analysis of Diversified Factors on the Living Standard of Farmers in Bangladesh (Published)

For effective management of agricultural policies, the determination of cur-rent status and impact of multiple factors on the livelihood of farmers is very important. In present study, multivariate technique analysis, Defriended Correspondence Analysis (DCA) and Canonical Correspondence Analysis (CCA) were used to visualize the impact and estimate the influence of these factors on the earning of farmers. Therefore, 400 farmers were selected from 20 villages in Sundry district of Northern Part in Bangladesh. The results indicated that four major clusters of villages on the basis of the information collected during the survey. CCA indicates that farmers having middle age with above secondary school education, medium landholding and obtaining information using computer, audio visual aids, wall chalking and television are highly associated with high income of farming communities. Cultivation of major crops encircles wheat, rice, cotton, sugarcane, maize, significantly improving the living standard of the farming community rather than fruits and vegetables. Hence, it is recommended that all stakeholders, electronic media especially agricultural department and television should effectively perform their role with innovative strategies regarding agricultural crops to the educated middle age farmers for sustainable livelihood.

Keywords: Agricultural information, Bangladesh, ICTs, Sustainable Livelihood, farming community

Field Experience of Agricultural Communication Methods and Attitudes toward the New Trends in Extension in Syria (Published)

The role of agricultural extension has always been a hot topic and under debate for all agricultural specialists, simply because of its vital role in implementing the agricultural policies and rural development, because it is the linkage between the rural community and the organizations involved in rural development and agricultural sector in both farming and non-farming perspectives.

This research is divided to two basic sections; each is divided to two sub-categories as follows:

  • The first part is dedicated to communication methods
  • The second part is dedicated to new trends in global economy in terms of its influence on agriculture and rural development.

The main findings of this research are: Extension staff lacks to sufficient training qualitatively and quantitatively with social and economic constraints, which makes a reform of the current system is a must to overcome insufficiencies in different areas.


Keywords: Communication Methods, Constraints, Decentralization, Globalization, ICTs, Pluralism, Privatization, Reform, extension

Implementation of ICT in Kenya Primary Schools in the Light of Free Laptops at Primary One, Challenges and Possibilities (A Case Study of Teachers in Nandi County Kenya Implementing ICT into their Teaching Practice (Published)

Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in primary school learning environments is a complex task for both Teachers and learners, but also management and administration. To facilitate the change processes better the first step is to actually understand what problems and challenges realization of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context.  The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District  school in the Rift valley region of Kenya. It examines views in pertinent literature as well as teachers’ perceptions of the benefits of integrating ICT into teaching-learning, the success factors and obstacles encountered in their endeavours to do this.  Conclusions are drawn and suggestions made to address the challenges and improve on the use of ICT for teaching-learning in teaching institutions.

Keywords: Challenges, ICTs, Implementation, Possibilities, Teaching-Learning