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首页> 外文期刊>International Journal of Library and Information Science >Perceived usefulness as a correlate of extent of Information and Communications Technologies (ICTs) use for teaching by library educators in universities in Nigeria
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Perceived usefulness as a correlate of extent of Information and Communications Technologies (ICTs) use for teaching by library educators in universities in Nigeria

机译：感知的有用性与尼日利亚大学图书馆教育工作者在教学中使用信息和通信技术（ICT）的程度相关

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Information and Communications Technologies (ICTs) integration for teaching is the application of information, communication and telecommunication technologies, equipment and hardware for instructional purposes. With ICT, a lot of information resources and software can be provided on time and with ease. The research presumed that the perception of how useful for teaching (or otherwise) the ICTs are may affect their use among library educators in Nigerian universities. To establish or refute this, descriptive survey design was adopted and the population is 293 educators engaged in 27 universities. All the educators participated in the study. Out of the 293 copies of the questionnaire distributed, 211 copies were returned of which only 208 copies were found useful giving a response rate of 72%. The scales: Extent of Use (r = 0.883) and perceived usefulness (r = 0.959) were used to collect data which was analysed using descriptive and inferential statistics to answer two research questions and test an hypothesis at 0.05 level of significance. Perceived usefulness was found to be negative. Analysis of its influence on the extent of use of ICT for teaching showed significant correlation (r = 0.174; p>0.05). This implies that the library educators perceived ICT not useful for teaching LIS courses and that the extent they will go in using ICT was dependent on how useful they perceived ICT. This may explain the low use of ICT for teaching among them. Therefore, training and support programmes should be designed to encourage a positive perception and an increase use of a wider range of ICTs for quality and effective teaching practices.
机译：用于教学的信息和通信技术（ICT）集成是指将信息，通信和电信技术，设备和硬件用于教学目的。借助ICT，可以按时轻松地提供大量信息资源和软件。该研究假定对信息通信技术的教学有用（或其他方面）的看法可能会影响尼日利亚大学图书馆教育工作者对信息通信技术的使用。为了确定或反驳这一点，采用了描述性调查设计，该人口是27家大学中的293名教育工作者。所有的教育工作者都参与了这项研究。在分发的293份问卷中，返回了211份，其中仅发现208份有用，答复率为72％。量表：使用程度（r = 0.883）和感知有用性（r = 0.959）用来收集数据，该数据使用描述性和推论统计进行分析，以回答两个研究问题，并以0.05的显着性水平检验假设。认为有用是负面的。分析其对ICT在教学中使用程度的影响，显示出显着的相关性（r = 0.174; p> 0.05）。这意味着图书馆教育者认为ICT对于教授LIS课程没有帮助，而他们使用ICT的程度取决于他们对ICT的有用程度。这可能解释了其中ICT在教学中使用率低的原因。因此，应设计培训和支持计划，以鼓励人们对质量和有效的教学实践抱有积极的看法，并更多地使用更广泛的信息通信技术。

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