Online from: 2007
Subject Area: Education
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|Title:||Impact of technology and culture on home economics and nutrition science education in developing countries|
|Author(s):||M.O. Aburime, (Department of Home Economics, Faculty of Science and Engineering, Delta State University, Abraka, Nigeria), J.O. Uhomoibhi, (Faculty of Engineering, University of Ulster, Newtownabbey, UK)|
|Citation:||M.O. Aburime, J.O. Uhomoibhi, (2010) "Impact of technology and culture on home economics and nutrition science education in developing countries", Multicultural Education & Technology Journal, Vol. 4 Iss: 1, pp.4 - 16|
|Keywords:||Communication technologies, Culture, Developing countries, Education, Nigeria, Nutrition|
|Article type:||Case study|
|DOI:||10.1108/17504971011034692 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
Purpose – The purpose of this paper is to examine and report on the impact of technology and culture on home economics and nutrition science education in developing countries with a focus on Nigeria.
Design/methodology/approach – Globally and most especially in developing countries, the advent of information and communication technologies has meant great changes in the manner of thinking and doing things both at home and in business, in education establishments and in society. For higher education institutions especially in developing countries, there has been the introduction of various types of information systems and the implementation of policies to facilitate the integration of new technologies in teaching and administration of new curricula. This paper examines some of these systems and the process of knowledge engineering management of nutrition science and home economics studies at the Delta State University in Nigeria. A study is undertaken of students' level of technological attainments and study approaches.
Findings – The present study reveals that special requirements for applications are important for successful establishment and use of information systems in higher education. Students need to have adequate expertise in technology to become active learners are reported. This will enhance their ability to solve problems and address system requirements. This must be identified at the knowledge engineering stages during curriculum development and be effectively managed.
Research limitations/implications – The current investigation focuses on the impact of technology and culture on two subject areas and in one country. Future work intends to extend this to other disciplines and investigate ways of enhancing education provision to meet the diverse needs of learners of mixed technological abilities and from diverse cultures as applied to other comparative countries.
Practical implications – The paper draws on results obtained from students studying approaches to propose that it is important to design and implement a curriculum that actively promotes the use of systems and technologies that develops such skills as teamwork, communications, project management and lifelong learning.
Originality/value – This work investigates students present technology attainment levels and considers the different learning and studying approaches adopted by students involved in the study of home economic and nutrition science. The learners' attitudes towards engagement with their programmes are examined as well as the impact of technology on learning. Some of the major challenges arising from institutional and individual experiences of the digital divide that permeates all people in developing countries are highlighted.
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