International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
Integrating ICT in the Teaching and Learning of Oral Literature
Geraldine Ifesinachi Nnamdi-Eruchalu
Nnamdi Azikiwe University, Awka Anambra State, Nigeria
Abstract: Despite the high entertainment value and practical nature of oral literature, it seems to be perceived by students as boring, and just another course to be studied and passed. This paper seeks to establish the need for the integration of ICT to complement traditional method of teaching and learning so as to make the course more responsive to its objectives, among which is familiarizing students with their roots. It argues that if the right curriculum and pedagogy are adopted for the course it will not only achieve its objectives, but also do it in a fun and entertaining way. It is a library research whose data are drawn from secondary sources such as comments, observations, previous research, and literature on the topic. The research is driven by Friere’s (1970) pedagogy of the oppressed which encourages the dominated to adopt a pedagogy that will help them regain their freedom and become more fully human, and Maslow, Rogers, and Bugental’ humanism which sees learners as totally good, creative, rational, and have great potentialities to actualize themselves given the right circumstances. The paper concludes that integrating ICT tools like recorders, projectors, televisions, laptops, smartphones, the internet, and others in the teaching of Oral literature will bring life and performance right inside the classroom and this will go a long way to facilitating learning, character moulding, and culture consciousness among the youth.
Key words: oral literature, entertainment, ICT, pedagogy, Friere, humanism
I. INTRODUCTION
The philosophy of the first indigenous university in Nigeria, the University of Nigeria, Nsukka include: “providing the requirements of industry, commerce and society; providing cultural and vocational courses for community service; and updating knowledge and adapting to the changing circumstances of contemporary Nigerian society” (Ejiogu and Sule, 2016, p. 257). This philosophy is further enunciated in the goals of tertiary education in Nigeria which include:
to contribute to national development through high level relevant manpower training; develop and inculcate proper values for the survival of the individual and society; develop the intellectual capability to understand and appreciate their local and external environment; acquire both physical and intellectual skills which will enable individuals to be self-reliant and useful members of the society;…
(NPE 2004, Sec. 8, 36)
It has been observed that these lofty goals set by the founding fathers of Nigeria for her optimal growth and development are far from being actualized. The majority of the graduates of Nigerian universities find it difficult to fit in properly into