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This study was intended to evaluate the use of information and communication technology in teaching of vocational subjects in polytechnics. This study was guided by the following objectives; to examine the impact of ICT in teaching of vocational subjects, to examine how information communication equipment contributes to teaching of vocational subjects, to examine the challenges of using ICT in teaching of vocational subjects.

The study employed the descriptive and explanatory design; questionnaires in addition to library research were applied in order to collect data. Primary and secondary data sources were used and data was analyzed using the t-test statistical tool at 5% level of significance which was presented in frequency tables and percentage. The respondents under the study were 323 students of the river state polytechnic Bori. The study majorly focuses on the use of information and communication technology in teaching of vocational subjects in polytechnics.

The study findings revealed that there is a significant difference between communication technologies and teaching of vocational subjects; based on the findings from the study, efforts should be made by schools and colleges in introducing ICT in the teaching of vocational subjects in Nigeria.














1.1   Background to the study

It is a fact to state that, an effective human resources development is a function of the application of methods of teaching, alternative channels of communication, educational resources and expertise of utilizing these resources by the instructors or the lecturer. It is on the above premise that this project is situated. To generate a desirable change in the learner, good teaching must take place and to bring about good teaching, teacher should be able to convey their message in the simplest, most convincing and practical way to the learner through the use of resources available to the education industry. These resources are properly utilized, underutilized or over utilized. These trends portend confusion for the educational system. If actually the education industry is the pivot for achieving genuine national development and the instrument par excellence for achieving same, then the available educational resources should be properly utilized to bring about better educational goals. This may point to the fact that resources in the education industry are not properly used (Ebong 2006: Maduagwu 2004; and Maduagwu and Nworgu, 2006).


Information and Communication Technology is the use of computers and telecommunications to create manipulate and distribute enlightenment and entertainment. Information and Communication Technology has penetrated to the core of our professional lives.


The term Information and Communication Technology (ICT) refers to technologies that provide access to information through telecommunications. Although similar to Information Technology but focuses primarily on communication Technologies which includes internet, wireless mediums. For example people can communicate in real time with others in different countries using technologies such as instant messaging, voice over IP (VOIP), video-conferencing, social networking websites like facebook allows users from all over the world remain in contact and communicate on a regular basis.


Information and Communication Technology according to Adegboye and Oludele (2009) was defined as an umbrella term that includes at technologies usable for the manipulation and communication of information. However, in the common usages it is often assumed that Information and Communication Technology (ICT) is synonymous with Information Technology (IT).

According to Information Technology Association of America (ITAA), information technology is seen as the study, design, development, implementation, support or management of computer –based information. Systems particularly software application  and computer hardware it deals with the use of electronic computers and computer software to convert, store, protect, process, transmit and securely retrieve information it can also be describes as a general term that describes any technology that helps to producing manipulate, store, communicate, and disseminate information.


The United Nations Educational Scientific and Cultural Organization (UNESCO) and the International Labour Organization (ILO) recommendations of 2002 on technical and vocational education and training for twenty-first Century, define the “technical and vocational education” as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life. Technical and Vocational Education (TVE) is concerned with the preparation of learners for employment, through the provision of knowledge, skills and attitudes desirable in the world of work. Technical and vocational education is further understood to be:

–       an integral part of general education;

–       a means of preparing for occupational fields and for effective participation in the world of work;

–       an aspect of lifelong learning and a preparation for responsible citizenship;

–       an instrument for promoting environmentally sound sustainable development;

–       a method of facilitating poverty alleviation (UNESCO and ILO, 2002).


Technical and vocational education can be formal, informal, continuing or life-long learning, in-service training  with various ranges of providers: public, semi-public and private institutions. Technical and vocational education has an orientation towards the world of work and the emphasis of the curriculum on the acquisition of employable skills. Its delivery systems are therefore well placed to train the skilled and entrepreneurial workforce that nation needs to create wealth and emerge out of poverty. Due to the dynamic levels of its training delivery, it can respond to the different training needs of learners from different socio-economic and academic backgrounds, and prepare them for gainful employment and sustainable livelihoods. The needs for Technical and vocational education around the world are enormous because of the changes occurring in the world of work, which have implications on the structure of appropriate courses in Technical and vocational education. It is therefore essential for every government be it local, state, or federal to be deeply aware of the importance of human resources development (HRD) and makes great efforts to develop technical and vocational education. For education to reap the full benefits of ICTs in learning, and effectively accomplish the aforementioned goals of technical and vocational education, nation’s educational system needs to develop strategies and plans to enhance the teaching-learning process through the use of new tools for learning.


1.2   Statement of the Problem

There are a number of questions about the ICT acceptance and usage among teachers and students from special education which emerge problem in special education program and effect the enrollment of the students. The utilize of the ICT in school will develop highly confident upon effort Special Education School to society expectation in educating special students. Therefore, a study in Technical and Vocational Special Education School should be conducted for the purpose of surveying ICT and usage in the teaching and learning process among teachers and students. The focus of the study is to identify the level of ICT acceptance and usage in teaching process among the special education program teachers and the level of ICT acceptance and usage in learning process among the special education program students.