INFORMATION COMMUNICATION TECHNOLOGY IN UTILIZATION OF TEACHING ADULT LITERACY PROGRAMMES IN SKILL ACQUISTION CENTERS IN ENUGU STATE.

Abstract

Literacy is a dynamic concept that extends beyond the basic acquisition of reading and writing skills. Nowadays, in this globalised world, Literacy in Information and Communication Technologies (ICT) is fundamental to life in our modern technological society. To equip adult to be literate life-long learners and global citizens of the 21st century we must successfully integrate ICT into both the teaching and learning development of the adult literacy programs and its pedagogical practice. This study examined Information Communication Technology connection to teaching of adult literacy programme in Enugu State. Two research questions and two hypotheses guided the study. The design of this study was a descriptive survey. The population which also served as a sample comprised 225 facilitators and Fifty (50) center administrators in Skill Acquisition Centers in Enugu State South Eastern geopolitical zone of Nigeria. The instrument for data collection was questionnaire. The instrument was validated by experts in Education. The internal consistency of the instrument was determined using cronbach alpha, which has a reliability coefficient of 0.85. The data collected from completely filled questionnaire by two hundred and five (205) facilitators and fifty (50) administrators were analysed using mean and standard deviation. The findings showed that incorporating digital tools in learning basic literacy and digital literacy makes it easier for adult learners to understand reading and writing skills and apply the knowledge acquired in these training centers in their daily lives and occupations. The study concludes that deploying ICT tools in teaching adult literacy programs ensured continued use of the ICT tools by these adult learners as there is improved perceptions of their own capacity to handle ICTs and their interest in ICTs in general. The study recommends that facilitators should increase their utilization of ICT tools in their lesson delivery and government should create financial incentives for low-literate adult students to learn new technology