Impact of Information and Communications Technology Integration on Electrical Installation and Maintenance Work Trade Teachers in Technical Colleges of Kano State, Nigeria

Purpose: The main purpose of this study is to assess the impact of ICT integration on Electrical Installation and Maintenance work trade teachers in technical colleges in Kano state, Nigeria. Approach/Methodology/Design: Descriptive survey research design was adopted for the study. The population of the study was 57 which consisted of 26 experienced 31 inexperienced teachers of Electrical Installation and Maintenance Works Trade. No sampling technique was employed as the entire population was used. The instrument used for data collection was a structured questionnaire titled: Impact of ICT Integration on Electrical Installation and Maintenance Work Trade Questionnaire (IICTIEIMWTQ) developed by the researchers. The instrument was validated by three experts and a reliability coefficient of 0.89 was obtained using Cronbach’s Alpha reliability method. Mean and standard deviation was used to answer the research questions, while z-test was used to test the null hypotheses at 0.05 level of significance. Findings: The finding of the study revealed that the level of ICT integration in teaching electrical installation and maintenance trade is low; the impact of ICT on the performance of electrical installation and maintenance trade teachers indicated negative impact. Practical Implications: The study has practical implications for teachers. Based on the findings, Electrical Installation and Maintenance Work Trade Teachers should engage themselves in group discussion and idea sharing among them on improving ICT integration in teaching electrical installation and maintenance trade among others.


Introduction
Electrical Installation and Maintenance work (EIMW) trade programme is aimed at producing craftsmen, technicians, and other skilled personnel who will be enterprising and self-reliant with skills in domestic and industrial installation, as well as operate, maintain and repair electrical and electronic equipment, among others. The trade, as offered in the technical college By integrating ICT into the classrooms, teachers have the ability to engage students to learn more effectively, collaborate with each other, and explore the world around them. Anytime, anywhere access to internet-based tools is necessary to encourage learning inside the classroom and beyond (Gidadawa & Dogondaji, 2014). Moreover, ICT empowers teachers to engage in the learning process and give them an interest in their job. Furthermore, ICT helps the teacher in behavior management through better tracking of students. It helps not only in the understanding of the students but also in analytical skills which include improvements in reading, comprehension as well as knowledge. ICT unknowingly helps teachers improve in their development of writing skills such as spelling, punctuation, editing and grammar; teachers can become more fluent and original in their work (Ali, Haolader & Muhammad 2013).
Knowing fully the impact of ICT literacy in education, a policy was introduced by Kano State government to include ICT specifically in the education system. The policy was guided by a document titled "Kano State Revised Education Strategic Plan, (ESP) 2009-2018". It is saddled with the responsibility of identifying sources of serious concern within the educational sector that needs government intervention in terms of ICT facilities and training. However, the specific objectives of the ESP program among others, include: promoting information and communication technology ICT in schools and institutions, gradual expansion of ICT facilities in schools and tertiary institutions, and undertake a needs assessment and feasibility study to provide ICT infrastructure in schools/institutions. any nation (Aduwa-Ogiegbaen & Iyamu, 2015). Balasubramanian et al. (2019) stated that the application of ICT in education (Electrical Installation and Maintenance Work Trade inclusive) improves the quantity of education and its quality as well. This assertion is in tandem with the view of Yushau and Nannim (2018) who reported that ICT facilitates and enhances teaching and learning; eliminating the obstacles of time and space in teaching and learning. ICT also creates room for inventive, informed and logical thinking, greater output, effectiveness, and informative results (Adeosun, 2010). This is not far from the view of Jung (2015) that ICT enhances both the method of learning and behavioral objectives as well as predicting the outcomes of teaching and learning as well as teachers' productivity in institutions of learning. According to Basil (2020), this is why the knowledge of ICT is very important for technical teachers as they are the implementers of the goals and objectives of education. Youssef and Dahmani (2018) harangued that using ICT enhances personalized and flexible learning by shifting learning process from the teacher to the students which thus, facilitate and adjust the classroom, educational institutions, communities and systems. It also accelerates the knowledge acquisition of learners, improves learners` skills, increases social mobility, empowers citizens to participate in global economy, and as a result, play a major role in improving the education structure (UNESCO, 2014). It was recommended by Bakare and Olaniyi (2017) that, education sector in Nigeria should holistically encourage the use of innovative and modern technology in order to enhance teaching and learning that will enable the students equip themselves for an ideal world and a challenging environment. Particularly, technology integration in Kano State's Technical Colleges must be adopted to support curricular goals of quality education. This of course to the researchers is essential for proper use of ICT integration since it facilitates the acquisition of necessary skills needed by teacher and students in Technical Colleges especially Electrical Installation and Maintenance Work Trade teachers for survival in this modern age and sophisticated economy.
The contribution of ICT in our daily activities is inevitable, especially in the areas of teaching and learning. It is widely acknowledged that ICT tools can be used to improve the quality of teaching and learning of technical and vocational education. The emergence of ICT has affected TVE in its entirety: in contents, method of teaching and learning, medium of instruction, and training facilities. However, the integration of all these affected areas with ICT in developing country like Nigeria to conform to the realities of the modern time, pose a challenge. In its effort to make ICT part of education, Kano state government in its program "Education Strategic Plan (ESP)" provided ICT infrastructure in schools/institutions, trained teachers on ICT proficiency, and developed a comprehensive plan for gradual expansion of ICT facilities using a phased approach to technical colleges. Considering the role of ICT in education and government effort in introducing ICT into the educational system, the researchers find it imperative and relevant to carry out a study to assess the impact of ICT integration on Electrical Installation and Maintenance work-trade teachers in technical colleges in Kano state, Nigeria.
The main purpose of this study is to assess the impact of ICT integration on Electrical Installation and Maintenance work trade teachers in technical colleges in Kano state, Nigeria. In order to guide the study, the following research questions were answered: 1. To what level is ICT Integrated in Teaching of electrical installation and maintenance work trade in technical colleges in Kano State? 2. What is the impact of ICT skills on the performance of electrical installation and maintenance work trade teachers in Technical Colleges in Kano state?
The following null hypotheses were formulated and tested at 0.05 level of significance: 1. There is no significance difference between the mean responses of electrical installation and maintenance work trade experienced teachers and inexperienced teachers on the level of ICT integration in teaching electrical installation and maintenance work trade in technical colleges in Kano state. 2. There is no significance difference between the mean responses of electrical installation and maintenance work trade experienced teachers and inexperienced teachers on the impact of ICT skills on the performance electrical installation and maintenance work trade teachers in Technical Colleges in Kano state

Methodology and Procedures
This study employed a descriptive survey research design and was conducted in Kano   is greater than Z-critical value, the null hypothesis was rejected and if otherwise accepted.  Table 1 presented the data collected from research question 1. The result showed that a total of 14 items were presented to the respondents to indicate the level of ICT integration in teaching Electrical Installation and Maintenance trade in technical colleges in Kano state. The respondents considered 11 items as low. The standard deviation also shows a range between 1.21 and 1.49. This indicates that the respondents consider some of the items lower and other items higher. The grand mean of the two groups shows a mean of 2.92, indicating the low level of ICT integration in teaching electrical installation and maintenance work trade. Based on the result presented and the subsequent analysis, the researcher concludes that the participants consider the level of ICT integration in teaching Electrical Installation and Maintenance trade in technical colleges in Kano state low.

Level is ICT Integration in Teaching of Electrical Installation and Maintenance Work Trade in Technical Colleges in Kano State
The finding from the result presented in study revealed that the level of ICT integration in teaching Electrical Installation and Maintenance trade in Kano State is low. The responses of both electrical installation and maintenance work trade experienced and inexperienced teachers are similar, having the same opinion on 11 out of 14 items. This finding is in agreement with the findings of Musa and Kanya, (2014) which revealed that the ICT integration in teaching and learning was inadequate. It is also in line with the findings of Daniel (2014) who found that the extent of using ICTs in teaching business education was very low. The lack/poor integration of ICT by teachers of Electrical Installation and Maintenance Work Trade posed a challenge for effective teaching/learning of trade course. Research question 2 set out to identify the impact of ICT skills on the performance of Electrical Installation and Maintenance work trade teachers in Technical Colleges in Kano state. Thirty-two (32) items were presented to the respondent. The items received mean responses between 2.70 to 3.81. The results indicated that out of the 32 items the respondents agree with nine (9) items and disagree with twenty-three (23) items of the research question. The standard deviation also shows that the two groups of respondents have a range of 1.37 and 1.06 and this indicates that, the respondent closely agreed on each of the items. The grand mean of the two groups shows a mean of 3.30. Based on the data presented and the subsequent analysis, the researcher s conclude that the respondents disagreed on the impact of ICT skills on the performance of Electrical Installation and Maintenance work trade teachers in Technical Colleges in Kano state. From the results presented, the respondents agreed that ICT has a negative impact on the performance of electrical installation and maintenance trade teachers. This is in line with the findings of Duhu, Mbaga, Quahha, and Danzaria, (2014) whose findings revealed that teachers were not comfortable with regards to the role of ICT in classroom management/control. Duhu, Mbaga, Quahha, and Danzaria stated that though ICT have been reported by several authors (Anyim, 2018;Basri, Alandejani. & Almadani, 2018;Saddiquah. & Salim, 2017;Alakpodia, 2014;Odede & Enakerakpo, 2014) to have positive impact on teaching and learning but its intergration in the daily teaching and learning in the classroom has always been stampeded by several factors which teachers' competency is a major element.  Table 3 revealed that z-cal (3.40) was greater than the z-crit (1.96) at 0.05 level of significance. Therefore, the null hypothesis was rejected indicating that, There is significant difference between the mean responses of electrical installation and maintenance work trade experienced teachers and inexperienced teachers on the level of ICT integration in teaching electrical installation and maintenance work trade in Technical Colleges in Kano state. Based on the data presented in table 3, it was clearly found that, the opinion of Electrical Installation and Maintenance Work Trade experienced and inexperience differed hence the null hypothesis was rejected. This is in line with the findings of Daniel (2014) who found that the extent of using ICTs in teaching business education was very low. The finding is also in agreement with Bakare and Olaniyi (2017) who reported that the level at which people perceived a particular phenomenon may be different from one another and as such the difference in the level of ICT integration perceived by the each respondent may not necessarily be the same for all respondents.  Table 4 revealed that z-cal (4.02) was greater than the z-crit (1.96) at 0.05 level of significance. Therefore, the null hypothesis was accepted indicating that, there was significant difference between the mean responses of electrical installation and maintenance work trade experienced and inexperienced teachers on the impact of ICT skills on the performance of electrical installation and maintenance work trade teachers in technical colleges in Kano state hence the null hypothesis was rejected. The finding is in agreement with Balasubramanian et al, (2019) who in their study suggested that the impact of a given technology is in its adoption and utilization saying that if a technology has not been fully implemented, its essence would not be fully felt by the beneficiaries and as such the need for a full implantation and utilization of ICT for the benefit of the users. The finding was also support by the report of Gidadawa and Dogondaji (2014). Gidadawa and Dogondaji reported that the performance of ICT users will always improve as there are several platforms for the ICT users to improve their skills and possessed inventive and innovative skills.

Conclusion and Suggestion
Based on the findings of this study, it is concluded that the level of ICT facilities integration in teaching Electrical Installation and Maintenance trade such as interactive whiteboard, internet, chat, and social network, use of ICT to monitor and evaluate students' progress/performance, integration PowerPoint presentation among others in teaching Electrical Installation and Maintenance trade is low as well as negative impact. Based on the findings of the study, it is recommended that Electrical Installation and Maintenance Work Trade Teachers should engage themselves in group discussion and idea-sharing among them on improving ICT integration in teaching electrical installation and maintenance trade. The researchers also suggest that Electrical Installation and Maintenance Work Trade Teachers should be given training through attending seminars and workshop, to improve their ICT skills, so that they could be able to use the facilities in teaching to ease their profession.