Introduction of Technologies in Teaching Rural Nigerian Children to Promote Equity and Inclusion

Abstract

PCF10 Sub-theme: Promoting Equity and Inclusion // Over 70% of the population in Nigeria are located in rural areas. Education is still largely delivered through the traditional method of teacher centered pedagogy. Rural areas in Nigeria is characterized by lack of basic infrastructural facilities. Outbreak of Covid-19 pandemic has necessitated changes in educational structure, learning environment, learning devices and teaching approaches. According to Gambary (2021) “our education can solve no problems if technologies meant to support innovative teaching and learning are not available at all levels of education”. In this 21st century, emphasis has been on the learner-centered education. This approach can only be successfully implemented if technologies are introduced. Unfortunately in Nigeria, these changes do not seem to have gotten to the rural areas. Consequently learners in these rural locales and their teachers are put at a disadvantage and the situation is further exacerbated for the females, girls, disabled and other vulnerable groups. The issues of equity and inclusive education will suffer. The purpose of the study was to determine the technologies employed in teaching and learning in Nigeria, the extent to which they are utilized, and motivate the learners. The study adopted descriptive survey design. The study was carried out in Igbo-Eze North Local Government Area of Enugu State. Population was made up of 71086 learners and 4276 teachers in the public junior secondary schools. Researcher developed questionnaire was the main instrument used for data collection. Data was analyzed using frequency count and mean. Results show that technologies are not available and the few that were available were not utilized effectively. The teachers and the students agreed that technologies are source of motivation, promote equity and enhance inclusion in education. Based on the findings seven recommendations were made. // Paper ID 8744