PROGRESS REPORT ON PERSONAL EFFORT ON ICTs FOR TEACHING LEARNING AND RESEARCH

PROGRESS REPORT ON PERSONAL EFFORT ON ICTs FOR TEACHING LEARNING AND RESEARCH

Four years ago there had not been any official and formal decision and or encouragement to go ICTs for teaching, learning and research in Bayero University, Kano and Department of Political Science in particular. But on my own volition and aware that in the fast changing world “any knowledge without ICTs source is not complete”, I have introduced Modern Information and Communication Technology for Teaching, Learning and Research.

Whilst a professional teacher does not come out to shout what contributions he has made for his school and students to attain a high goal. In order to spread the idea it could be put on record that something worth mentioning has happened. From general perspective two major achievements are:
1. Integrating ICTs, as an essential part of learning and research by my students.
2. Creating awareness amongst students about the usefulness of education through ICTs.

Although in the last four years only my students benefit from this innovation, but the idea and the practice has anyway spread to other students in other faculties, especially on the New Campus. My students were reporting that they were the only ones massively in cafes on and around the campus. The only once massively patronising the ICTs facilities when started on the New Campus. However, other students have joined use of ICTs facilities on the campus with great influence from my students.




Some of the inputs made towards achieving this can be enumerated;
1. From the outset I circulated a piece of paper I wrote for the purpose which is titled “How to use internet to source reading materials” (2004)
2. Then, in my first contact with my students I had always used about fifteen minutes of the period on the internet system by demonstrating how to operate it.
3. The first weekly assignment is normally on how to use internet. This is done by instruction to search a text on the subject-matter of the course and bring a report to class.
4. As students are divided into seminars, each seminar is made to visit an internet café to teach those who didn’t know how to operate the system.
5. In every assignment given students must show in the references texts got from the internet
6. From time to time groups assignments are given on work exclusively from sources on the internet
7. In all the undergraduate courses – POL 4301; 4313; 3314; and 2204 which I have handled in the last four years, there is a topic on IT for theoretical treatment. For example in POL 4313 there is a topic on IT and conflict; in POL 4301 a topic on IT and Militarism; in POL 3314 is a topic on IT and development; while in POL 2204 is a topic on IT, Marxist theory and production. Therefore, it is not only the operation of ICTs system but also the theory, the discourse and the debate on ICTs.
8. Except in this academic session (2006/2007), examination questions of every course I set must include a question on the operations of ICTs for lower level students and on the theory for higher level.
9. As it is the requirement of each course I taought that each seminar must write a “comment on classroom experience”, I normally insist that they must not forget to note their observation on the use of internet.
10. From 2004/2005 Academic session all categories of my students were putting too much pressure on me to introduce e-mail for teaching, learning and research. For lack of facilities we would not start from the 2004/2005.
11. But this academic year 2006/2007 we have gone e-mail in teaching. I have already circulated a paper I wrote titled “Using E-mail for teaching, learning and research (2006).
12. I have opened an E-mail Account for students – polbuk@yahoo.com. Through this Account I send to my students anything I want them to read or any piece of paper of an assignment, etc. They too communicate to me through this address.
13. I have also introduced the use of E-journal library (EBSCO). I carried all my students to ICT library-BUK to get orientation on how to use the library. In addition to the paper, I wrote for them titled “Using E-journal and E-Books Library for teaching, learning and research” (2006).
14. In this Academic Session I came up with a programme internet Week; E-mail Week; E-Journal Week; for teaching, learning and research. My students were directed to do so many things during the week and report to me in the class.
15. In POL 4301 class 2005/2006 session because the students exhibited on extra-ordinary interest, courage and skills, I had made them to form internet partnership and cyber-club in order to assist those who are weak and less courageous. These clubs achieved substantial successes. Their reports were printed in NAPSS News letter of that session.

The results of these efforts may not be seen because there is no official recognition or any procedure which would bring out these personal endeavours to be acknowledged by the University. However, the appreciation of especially the students who passed out and seeing the relevance of what he/she had learned for their future lives is enough.

Meanwhile there are few things in the area of development of knowledge which could also be recorded.

Students have developed interests on ICTs that under my supervision, they had written their final year project on ICTs. These could be noted.
1. Salamatu Musa, “The impact of Modern Day Computer Application to the study of political science”. An option of internet. B.Sc. research. September, 2006
2. Hassan Ibrahim, “Impact of Information Technology on the Nigerian Industries (A Case Study of Guaranty Trust Bank Nigeria Plc. (1996 – 2000). MPPA Research. October, 2006
3. Nuhu Yohanna Kase, “The use of Electronic voting Machine in Nigeria: Prospects and Problems”. PGDPPA Research. September, 2005
4. Bolaji Ahmad, “Computerised Library System: A case study of Bayero University Main Library, Kano PGDPPA research. September, 2004
5. All final year students under my supervision in this academic session (2006/2007) are writing their research project on various aspects of ICT and society.

Furthermore, in class work my students have developed interest in ICTs and were choosing to write their class assignments on the area. Some examples are:
1. Ibrahim Matazu Seminar, “The roles of internet and communications in Developing Countries”. Submitted as Semester Assignment in POL 3314 class 2005/2006 session
2. Seminar of Hadiza, “Information and Communication Technology: A cause of conflict or a means of Conflict Resolution”. Submitted as Semester Assignment in POL 4313 class 2005/2006 session
3. Bashir Shehu Abdul Seminar, “The two worlds of Digitisation: The advantaged and the disadvantaged worlds”. Submitted as Semester Assignment in POL 4313 class 2005/2006 session
4. Tasiu Muhammad Dangulbi Seminar, “Do Information and Communication Technologies (ICTs) A Blessing or Threat to Third World Countreis”. Submitted as Semester Assignment in POL 4301 class 2005/2006 session
5. Aliyu Jamilu Seminar, “The role of ICT in the transformation of the global trading system”. Submitted as Semester Assignment in POL 3314 class 2005/2006 session
6. Seminar of Mohammed S. “The relevance of information communication technology on the Marxist analysis in the era of globalisation”. Submitted as Semester Assignment in POL 2204 class 2005/2006 session
7. Seminar of Idris Abdullahi. “Globalisation and Development in the Era of ICT”, Submitted as Semester Assignment in POL 3314 class 2004/2005 session
8. Seminar of Bala Zandam, “What is the contribution of information and communication technology in Teaching, Learning and Research”, Submitted as Semester Assignment in POL 4301 class 2005/2006 session
9. Bodamasi Seminar, “The role of ICT in Militarisation of state and society”, Submitted as Semester Assignment in POL 4301 class 2005/2006 session
10. Seminar of Rachel Cocobassey, “The Influence of the ICT on Development of Military Technology and the New War System”. Submitted as semester Assignment in POL 4301 class 2005/2006 session
11. Hajara Y. Abdullahi, “The role of ICT to the Development of knowledge”. Submitted as Semester Assignment in POL 4301 class 2005/2006 session
12. Seminar of Murtala, “ICT as an Engine room for current Military Globalisation”. Submitted as Semester Assignment in POL 4301 class 2005/2006 session

Again, it is as a result of a class lecture I gave to my PGDPPA students 2006/2007 session on how to use internet, and its great importance as a source of information for learning and research, and because of weekly readings of texts which each student must do, that under the initiative of one of them – Bala Shehu – that the class had opened a website just for PGDPPA class

The impact of my unrecognised efforts have gone beyond the university community, and connected the university knowledge with outside environment. The following are examples:
1. A community in Kaduna state had through my ex-student of “Peace and Conflict Resolution”, requested for an orientation of its unemployed youth on ICTs and conflict management. (I also wish to write another progress report on my experience on the teaching of the course – “Peace and Conflict Resolution” – and its silent social impact within and outside the University).
2. My ex-student who had passed out in 2005/2006 who is now on youth corp conducted a research – as a requirement for a Diploma in ICTs from a computer centre in Kano – On ICTs for teaching, learning and research in the Department of Political Science, Bayero University Kano. A copy of the research will be deposited with me.
3. It is interesting to note that a number of my students who had graduated three years a go and who became excited with my ICTs for learning and research, gathered together and registered for a programme on ICTs in Kano to get a certificate.

M.M. Yusif
May, 2007