AN INTEGRAL APPROACH IN EDUCATING THE STUDENT OF

REHOBOTH COLLEGE, ISEYIN, OYO STATE NIGERIA, ABOUT THE

USEAGE OF TECHNOLOGY

by

OLUWATOSIN O. FADOYIN

MATRIC NO. 228211

A RESEARCH PROJECT SUBMITTED TO THE INSTITUTE OF

AFRICAN STUDIES, IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF
ARTS IN AFRICAN STUDIES (TRANSFORMATION STUDIES IN
AFRICA), UNIVERSITY OF IBADAN, IBADAN, NIGERIA

JUNE, 2021.

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 CERTIFICATION

We certify that this project was carried out by FADOYIN, OLUWATOSIN OLUWAYOMI with
Matriculation number 228211 of Transformation Studies in Africa, Institute of African Studies,
University of Ibadan, Ibadan, Nigeria, under our supervision.

SUPERVISORS

------------------------------ ------------------------------------
Dr. Ekpeyong Rev. (Fr.) Dr, Anslem Adodo

Institute of African Studies, Institute of African Studies,

University of Ibadan, University of Ibadan,

Ibadan, Nigeria. Ibadan, Nigeria

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 DEDICATION

This research study is hereby dedicated to God almighty, my siblings and my loving parents, Mr
and Mrs O.O. Fadoyin (aka Agbejemate).

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 ACKNOWLEDGEMENTS

All praise is unto God almighty for his divine mercy, favor and guidance throughout the
execution of this research work, would have been impossible.

My sincere appreciation goes to my project supervisors – Dr. Mrs. Ekpeyong, Dr. (Fr.) Anslem
Adodo for his guidance and patient support. My gratitude goes to my able lectures, Prof. Dele
Layiwola and Dr. Jegede for their fatherly, motherly, and moral support, my thanks goes to all
academic and non academic staffs of the Institute of Africa Studies, University of Ibadan,
Ibadan.

A very big thank you to my parents: Mr. & Mrs. O. O Fadoyin, my siblings, Tolulope,
Oluwafemi, Itunuoluwa, and Opeyemi who all contributed positively into my life and to all my
friends and colleagues, Ayobami, Tobi, Temi, Mr Oha, and Mrs Alabede, pleasure meeting you
all, thank you.

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TABLE OF CONTENTS

Page

Title Page i

Certification ii

Dedication iii

Acknowledgement iv

Abstract v

Table of contents vi

Appendices

CHAPTER ONE: INTRODUCTION

1.10 Introduction.
1.21 Background of the Study.
1.3 Research Framework
1.24 Statement of the Problem.
1.5 Research Objectives
1.36 Research Questions.

1.47 Aims and Objectives of the Study.

1.58 Signicance of studycope of the Study.

1.69 Scope of studyignificance of the Study.

1.10 Operational Definition of terms
1.11 Integral World (Integral Approach)
1.7 Structure of the Research.

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CHAPTER TWO – THEORETICAL FRAMEWORK AND LITERATURE REVIEW
2.10 Introduction.
2.21 Technology in Educational System.
2.32 The Impact of Technology on Education.
2.32.1 The Impact of technology on Education in Nigeria.
2.32.2 Challenges.
2.43 Modern Technology Impact on Nigeria.
2.43.1 Future Impact.
2.54 Innovation Theory in Education.
2.65 Theoretical Framework.
2.65.1 The Integral Method.
2.65.2 The Integral development Model; the 4Rs of Integral Development.
2.65.3 Methodology in Integral Research.
2.65.4 The Four Cs in Integral Research.
2.65.5 The Methodologies and Methods Applicable for Research in this path.
2.65.6 The GENE.

CHAPTER 3: RESEARCH METHODOLOGY

3.10 Introduction.
3.21 Research Design.
3.32 Research Area.
3.43 Research Population.
3.54 Sampling Method.
3.65 Data Analysis.
3.76 Research Instruments and Methods of Data Connection.
3.67.1 Methods Employed to Deliver Knowledge.
3.87 Ethical Consideration.

CHAPTER 4: RESEARCH FINDINGS AND DISCUSSION

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4.10 Introduction.
4.21 Researcher’s CALL.
4.32 Researcher’s CONTEXT.
4.43 Researcher’s CO- CREATION.
4.43.1(A) Co-operative Inquiry (Interview Aspect).
4.43.2(B) Co-Operative Inquiry, (Seminar Aspect).
4.43.2 Participatory Action Research PAR.
4.54 Researcher’s Contribution.
4.65 Integral Research Methodology Infused and Executed (The Southern Path).
CHAPTER 5: DISCUSSION, SUMMARY, CONCLUSION, RECOMMENDATION
5.05.1 Introduction.
5.1 2. Summary.
5.32 Conclusion.
5.43 Recommendation and Suggestion for further study.

REFERENCES
APPENDIX I
APPENDIX II

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 CHAPTER ONE

1.10 INTRODUCTION

Technology is a big innovative world which can help most sector in a country, it bring
about innovation, a community is assured to develop drastically if technology is applied
correctly, it has it’s negative side but it’s positive side is beyond human expectations .

Technology has not been used to its full potential which will make this research work to
investigate on how technology can be of good help to the community’s educational system, to
know how to make positive impact on individual, the community and Nigeria as a whole, also to
know how to eradicate the negative impact on the community. The place of primary assignment
to carry out these tasks and objectives of this research work is a secondary school situated in
Iseyin Local Government, Custom area, Oremoje Iseyin, Oyo State.

This research work will make use of integral research for innovation to take place, doing this
will enlighten and educate the targeted individuals, not only that it will bring about innovation,
provide opportunities for people improve the economy of the community.

1.2 BACKGROUND OF THE STUDY

The educational system has always been strongly influenced by innovations, the explosion of
new technologies (i.e. leaving old technologies e.g. from saving data on Floppy disk, to
CD/DVD, to Flash Drives, to saving data on cloud) caused great changes in the way
the teaching process is carried out in schools today. Technology today has not
only help the educational system But has also improve the economy, by making
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things easier, saving lots of energy and time, providing lots ofopportunities
for people.

It is generally believed that technology can empower teachers and learners, promote,
change and foster the development of ‘21st century skills, but data to support these beliefs are
still limited. There is widespread belief that technology can and will empower teachers and
learners, transforming teaching and learning processes from being highly teacher-dominated to
student-centered, and that this transformation will result in increased learning gains for students,
creating and allowing for opportunities for learners to develop their creativity, problem-solving
abilities, informational reasoning skills, communication skills, and other higher-order thinking
skills. However, there are currently very limited, unequivocally compelling data to support this
belief.

Technology is very rarely seen as central to the overall learning process. Even in the most
advanced schools in developed countries, Technology are generally not considered central to the
teaching and learning process.

An enduring problem: putting technology before education. One of the enduring

difficulties of technology use in education is that educational planners and technology advocates
think of the technology first and then investigate the educational applications of this technology
only later.

The researcher was inspired on the usage of technology in educational system, which has
always been strongly improving innovations; so far the discovery of new technologies has shift
ways on teaching process in schools today. This motivate the researcher to realize the low usage
of technology in most rural school(s) of the community, encouraging the researcher to look for
practical ways to inform and educate the case study of this work on how technology can develop
them and be useful to educational system of the school.

1.21.1 TECHNOLOGICAL INNOVATION

Technological innovation is an extended concept of innovation. While innovation is a

rather well-defined concept, it has a broad meaning to many people, and especially numerous
understanding in the academic and business world.

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 Innovation refers to adding extra steps of developing new services and products in the
marketplace or in the public that fulfill unaddressed needs or solve problems that were not in the
past. Technological Innovation however focuses on the technological aspects of a product or
service rather than covering the entire organization business model. It is important to clarify that
Innovation is not only driven by technology.

Technological innovation is the process where an organization (or a group of people

working outside a structured organization) embarks on a journey where the importance of
technology as a source of innovation has been identified for increased market competitiveness
new innovation-questions The wording "technological innovation" is preferred to "technology
innovation". "Technology innovation" gives a sense of working on technology for the sake of
technology. "Technological innovation" better reflects the business consideration of improving
business value by working on the product or services' technological aspects. Moreover, in a vast
majority of products and services, there is not one unique technology at the heart of the system.
The combination, integration, and interaction of different make the product or service successful.

‘’Throughout the history of humankind, a very large number of technological innovations

had been the result of serendipity, but not a planned program of "searching or performing.

 is a continuous process, within an internal or external venture, build-out to create value

with innovation;
 starts with the ideation process and ends-up with the commercialization of a viable
product or service, in response to a proven market need;
 is a guide for the venture management to decide what technology directions to take,
based on portfolio management, and execution monitoring;
 is driven by entrepreneurial / intrapreneurial spirit, supported by internal / external
funding’’

Entrepreneurship, innovation, and economic development (2011) / edited by Adam Szirmai,

Wim Naudé, and Micheline GoedhuysNovelty and New Gadgets (Wim Naudé & Adam Szirmai)

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 Technologies are ‘rules and ideas that direct the way goods and services are produced,
Technological inventions are new rules and ideas about what to produce and how to do it. It is
also result when new rules and ideas find practical use through being applied and/or
commercialized by entrepreneurs. There’s no better example of that, in this century, than robot
vacuum cleaners, or even robot mops.

Product companies are making a great contribution to improving everyday life. Any
experienced custom software development company harnesses the power of advanced
technologies to offer game-changing solutions to trivial tasks. Technological innovation
contributes to higher levels of economic output and can deliver new goods and services that
change human lives and capabilities.

‘’People living in the first decade of the twentieth century did not know modern dental and
medical equipment, penicillin, bypass operations, safe births, control of genetically transmitted
diseases, personal computers, compact discs, television sets, automobiles, opportunities for fast
and cheap worldwide travel, affordable universities, central heating, air conditioning…
technological change has transformed the quality of our lives especially the bitcoin revolution’’.

According to Lipsey et al

Economic Transformations: General Purpose Technologies and Long-Term Economic Growth (2006)
Richard G. Lipsey (Simon Fraser University), Kenneth I. Carlaw (University of British Columbia - Okanagan), Cliff
T. Bekar (Lewis & Clark College).

Today we live in a technological ‘age’ and global economy where competition has
become knowledge-based. In modern theories of growth and development technological
innovation has taken the centre stage. Our love for novelty and new gadgets is thus based on
practical and theoretical foundations. Moreover, there is growing interest in the relationship
between technological innovation (and entrepreneurship) and how it can promote global growth
and development.

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 Abacus; an old means of doing calculation before the advent of technology
Fig. 1
1.21.2 EDUCATIONAL TECHNOLOGY
Educational technology (commonly abbreviated as edutech, or edtech) is the combined
use of computer hardware, software, and educational theory and practice to facilitate learning.
When referred to with its abbreviation, edtech, it is often referring to the industry of companies
that create educational technology.

In addition to practical educational experience, educational technology is based on

theoretical knowledge from various disciplines such as communication, education, psychology,
sociology, artificial intelligence, and computer science. It encompasses several domains
including learning theory, computer-based training, online learning, and m-learning, where
mobile technologies are used.

Effective technology use deploys multiple evidence-based strategies concurrently (e.g.

adaptive content, frequent testing, immediate feedback, etc.), as do effective teachers. Using
computers or other forms of technology can give students practice on core content and skills
while the teacher can work with others, conduct assessments, or perform other tasks. Through
the use of educational technology, education is able to be individualized for each student
allowing for better differentiation and allowing students to work for mastery at their own pace.

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1.3 RESEARCH FRAMEWORK

This research work is to focus on rural area, making use of a secondary school in the
region which will be Rehoboth Secondary school, Oke-Oremoje, Iseyin, Oyo state, Nigeria. The
total estimate number of pupil to work on in this research work is 40 students, 10 teachers, and
10 school administrative staffs, the work is to relate with the school, identifying their problems,
finding catalyst to create or generate possible ideas and solutions in solving the problems, and
with the look of things so far, some problems of the school are listed below;

1.4 STATEMENT OF THE PROBLEM

With the research and findings done on the case study, observations made were as
follow the subjects are n
Not making use of modern means of teaching, still using old means, they are
Not well equipped with modern technologies equipment and materials, which make teaching of
students so slow, also the school
Poor management is not well organised which makes it difficult and hard for them to develop
technologically,
Poor execution of task(s) is part of the school problems and lastly the school has li
Limited resources and support

1. 5 RESEARCH OBJECTIVES

This study aims to gain more knowledge on how to transform educational system through
technology, to expose how technology can be useful to individual (students, teachers and staffs)
in all ramifications of life and the community at large and to realize some important ways
technology can be more useful in all ways.

1. To let the students, know how technology is useful in transforming them and the
educational system.

2. To improve their knowledge and world view about technology.

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 3. To create opportunity and awareness for the school in general on how to improve with
technology.

4. To share researcher’s experience with the students, staffs and teachers on how to make
use of online platforms in teaching (like zoom and others) i.e. to educate them and to
improve the school standard.
1.6 RESEARCH QUESTIONS
1. How t cano let the students and the teachers, know how technology is useful in
transforming them and the educational system?
2. How can to improve their knowledge and world view about technology improve?
3. How will this research work to create opportunities and awareness for the school in
general?, io.e. n how will technology to help them improve their standard, and
management. with the help of technology?
4. How will the reasearcherto share major of histhe researcher’s experience with the
students, staffs and teachers?, likeon how to make use of online platforms in teaching
(e.glike zoom and others) i.e. to educate them and to improve the school standard?
1.7 AIMS AND OBJECTIVES
1. Letting individual know the usefulness of technology in transforming them and the
educational system.
2. Improving individual’s knowledge in technology, both the school and the community.
3. Creating awareness for the school in general on how to improve their standard and
management with the help of technology.
4. Sharing major experience of the researcher with both the student and the teachers on how
to make use of online platforms in teaching (like zoom and others) i.e. to educate them
and to improve the school standard.
1.8 SIGNICANCE OF STUDY

The importances uccess of this research work will create the following

1. It is to will show how technology can create easy ways of doing things in the educational
system, which will help in transforming the system.
2. It is to will improve the individual’s knowledge in technology.

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 3. It is towill create opportunities and awareness for the school in general on how to
improve their standard and management with the help of technology.
4. It is towill help both the students and the teachers on how to make use of online platforms
in teaching (like zoom and others) i.e. to educate them and to improve the school
standard.
1.9 LIMITATION OF STUDY

This study is limited to the school because of low resources and human support both
physical and financial aspect.

1.10 SSCOPE OF STUDY

The scope of this study is Rehoboth College, Okeho road, Oke-oremoje, Iseyin. The research
tends to focus on the students, the teachers, the staffs and the management of the school.

1.11 OPERATIONAL DEFINITION OF TERMS

The four Cs (Call, Context, Co-creation and Contribution)

 CALL

What inspire the researcher is the rapid growth and innovation development of
educational system with the help of technology in most developed countries, with the experience
of this innovation in educational system made the researcher realize that the case study of this
project has been lacking a lot improvement and changes in educational system of the community,

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this is what call and inspire the researcher in looking and researching for comfortable ways to
make impact and changes to the educational system of the community in order to create
innovation

 CONTEXT

The context of this paper work will be based on how to vindicate the community’s
educational problems causing low growth and improvement in educational system of the
community. Also, will try to analyze the problems and try to look for possible ways to eradicate
or suppress the problems for innovation to take place in the community’s educational system.

 Co-CREATION

The researcher is hoping to make progress and achievement with the help of other
intellectual people who can help to reason or provide possible solutions to the problems of this
research work, This people are also known as co-creators

 CONTRIBUTION

At the end of this project the researcher’s objective or goal is for this research work to
have make an impact on the educational system of this community, which will prove as a
contribution been made

 Integral approach
 Technology
 Self and Community Development.

1.11 1 INTEGRAL WOLD (Integral approach)

The integral world research, which will be explained better in chapter two, is designed to
help us better understand the rich diversity of knowledge and disciplines through the four realms
and to generate action between them.

The four realms are closely aligned with the four realities as The South, East, North, and West.
( Integral Development, Lessem, R & Scheifer, A 2014 )

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 Integral World Analyzed
Fig. 2
From the diagram above, the;
 Southern - represent nature and community
 Eastern - represent Culture and Spirituality.
 Western - represent Enterprise and Economics
 Northern” - represent Science, Systems and technology

Transformational Perspective in Integral World

The integral approach as framed by Lessem and Schiefer over decades of in-depth
engagement in transformative education and development practical all over the world, uniquely
combines four mutually reinforcing perspectives:

1. Nature & Community;

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 2. Culture & Spirituality;
3. System & Technology as well as
4. Enterprise & Economics,

Conventional development theory and practice has prioritized the later two(System &
Enterprise ) perspectives, neglecting the former two (Nature & Culture), t. This has caused
massive imbalances in today’s world (Lessem and Scheifer 2014). The four interconnected
perspectives allow for a transformative and integral engagement with core development issues in
a way that is locally relevant and globally resonant.

Integral Development shows how individual, organizational and societal development needs
to be interconnected to release a society’s full potential. It shifts the responsibility for large-scale
development from often-distant experts and organizations to each individual, community,
enterprise and institution within the society. It is essential reading – and a call to action – for
everyone concerned with the current state of local and global development. (Lessen and
Scheifer).

By engaging in Integral development, each participating individual, community, institution

and enterprise generates new knowledge and innovative applications, thereby unleashing local
genius while enriching global theory and practice. This culminates in “integral Universities” as
leveraging platforms for human evolution.

CHAPTER TWO

LITERATURE REVIEW AND THEORETICAL FRAMEWORK

2.1 0 INTRODUCTION
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 Technology is an important factor for accessing effective education. Many Nigerian
States are plagued by poor educational infrastructure, leaving millions of children without this
basic and fundamental human right.

In this chapter, the researcher will be outlining ways in which the power of technology
can be influential in educating and empowering the youths of today. One of the most crucial
benefits of education is the reduction of poverty. When a child has access to education, they are
set on a path to entering career pathways that will provide sustainable income for them in the
future, which will allow them to care for basic needs.

2.21 TECHNOLOGY IN EDUCATIONAL SYSTEM

Education improves one’s chances of having a healthier lifestyle, because we are made
aware of salubrious behaviors which we need to practice in order to remain healthy individuals.
Education allows children to expand their world and meet with other people from different walks
of life. This helps them grow up to be open-minded and well-rounded adults. Education for girls
especially, promotes equality and empowerment.

In today’s society, technology plays a huge role in imparting education to the youth. We
live in a digital world where things are designed to be more easily accessible for the general
population.

The first way by which technology can promote education among African youth is
through e-learning. This of course involves learning in a virtual environment whereby physical
presence is not required. While using e-learning platforms, young people are not limited by their
inability to take transportation to learning institutions (e.g., if school buildings are far away from
home), and they can learn attentively from any location.

With the current COVID-19 pandemic, the option of virtual learning is even more
important due to lockdown mandates that do not allow students access to their school’s physical
location. In bringing the school setting to virtual locations, such as Zoom, we ensure that
students’ learning experiences are not limited by external factors that prevent physical presence
in a given location.

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 Social media and online learning platforms promote accessible educational content that
youth may not learn in their day-to-day curriculum in school. Technologies such as tablets and
computers are tools that augment the typical use of physical book copies for learning. Unlike a
physical book, laptops for example, can access infinite amount of information from multiple
sources around the globe, further contributing to one’s education path.

Learning the scientific basis of technological systems also broadens the horizons of
Nigerian youths. For example, when young people are offered the opportunity to learn things like
Artificial Intelligence (AI), coding, software development, and other Science, Technology,
Engineering and Mathematics (STEM) content, this knowledge will allow them to apply their
skills in a wide range of settings, as well as be more competitive on the global scale.

The two main challenges to the implementation of technology for education in Nigeria
and Africa as a whole are poor electricity and internet access. The costs of using these
technologies may also be too high for most people to access. It is crucial for governments and
policymakers to tackle these issues, so that the impact of technology on youth education can be
truly materialized in Nigeria.

Technology used by all means in advanced world.

Fig. 3
2.32 THE IMPACT OF TECHNOLOGY ON EDUCATION

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 Technology has affected so many areas of education in Africa. From how students learn,
education professionals enhance their skills, enrich classroom environments and how
administrative sections manage grades, maintain security, and track payments.

Almost all countries in Africa have worked hard to improve access to education, but there
is still much work to be done. The quality of Africa’s education systems is still an issue that
people think technology could be part of its solution. There is the possibility that technology will
help expand access to education and improve education’s efficacy and efficiency in Africa.

Notwithstanding the difficulties and the problems African countries face, it is evident that
most of them are making their way into the current educational technology. The current digital
revolution in Africa has led to a boom in trials using information and communication technology
in education, both in and out of the classroom. Technology has taken learning beyond the
classroom, and it is no longer limited to curriculums and scores on tests.

Before the Technology age, for you to get access to any books, you would have to go to a
physical library, but now, the world is the library we have. With your mobile phones that have
internet, you have access to all information in the world at your fingertips. With the help of
Google search, one can research any topic and get valuable materials. And these materials, like
dictionaries, data, encyclopedias etc., are being updated regularly to keep the information up to
date. Increasingly, platforms like YouTube serve as classrooms, where people can find
instructional materials and develop new skills on almost any subject.

Innovation, design, function, and solutions are speedily coming from African youths and
even juveniles armed with a Smartphone and the desire to broaden their horizons. For instance,
two Nigerian kids, One and Anesi Ikhianosime, at the age of 9 and 11, respectively, taught
themselves how to write code and built a functional, fast browser for feature and low-end
phones. Also, in Namibia, 19-year-old Kapenda Ndimuwanakupa, who completed his education
in a state-run secondary school in Windhoek, was able to secure a media internship in Germany
by “crowd-funding” to partly cover his costs using a video that he posted on YouTube.

Technology has done not only students and pupils good but also for teachers. It allows
teachers to expand their influence beyond the classroom; with lessons on sites like YouTube and

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video conferencing platforms, and chat platforms, they provide lessons to students and give
guidelines with time and space, not barriers.

It is essential to know that technology has positive and negative effects on Africa’s
education systems with all these said. Students, teachers and lecturers ought to take advantage of
the positive impacts and try as much as possible to eliminate the adverse effects. One of the good
technology has done for Africa is that it has made distance learning and online education an
essential part of the education system in the 21st century. Also, technology has enhanced
teaching and learning in Africa. The introduction of digital cameras, projectors, computers,
PowerPoint presentations, etc., has become good sources for teachers to help students learn and
understand teachings easily. With the help of visual explanation, learning has become more fun
for students.

Technology has made African students more globalised, whereby students can meet their
counterparts through video conferencing without travelling to a particular destination. For
instance, African students can learn foreign languages online by getting a teacher to teach them
this language from another country. Technology has removed geographical limitations to
learning in Africa.

There are so many online degree programmes now in Africa that don’t require you to be
present in person before you can attend lectures. With your internet, you are good to connect
from any part of the world. Even some universities in Africa now take their courses online. The
use of technology has helped students to express their opinions. It has promoted manipulating
existing information and allows one to create knowledge to produce a tangible product or a given
instructional purpose.

Haven looked at some of the positive impacts technology has had on the African
education system; it is necessary to look at its adverse effects on Africa’s education system.
Because the student has depended on technology for everything, the writing skills of most young
Africans have reduced. Again, there is no total concentration on academics as all students have
relied on the internet for an academic solution.

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 Cheating in exams and tests has also increased with graphical calculators, high tech
watches, mini cameras, and similar devices. Being ever connected to the online world has
resulted in the practical loss of focus and concentration in academics. Though the technological
innovations in the education sector come with various negativities, it hasn’t stopped their usage
and applications; instead, efforts are being made to improve the adverse effects of getting the
best out of technological advancements for education.

As innovations continue to come on board and old ones perfected, Africa, as a growing
continent with a drive towards overall development, will continue to be beneficiaries due to its
youthful tech- generation, whose adventure into the tech world is expanding due to the need for
growth and development.

2.3.1 The Impact of Technology on Education in Nigeria

Technology is a versatile tool that has supported and transformed almost every industry
across the globe in many ways. A writer describes technology as a gift from God, the mother of
civilizations, arts, and sciences. Undoubtedly, technology has made an impact in every aspect of
human lives from health, transportation, agriculture, finance, business, security, education,
governance, etc.

Technology in education has evolved significantly in the past years. Among the most
recent research into how the majority of learners choose to use technology and how it influences
their knowledge acquisition, it has been discovered that the learning and augmented reality of
students have improved due to the use of sophisticated facilities, technology, and applications.

Most countries have made advanced progress in education with the help of technology.
Most people in deprived areas have access to quality education due to the availability of online
education platforms and LMS. The work of educational administrators has been easier due to
modernized automated School management systems and other management platforms. Not
forgetting great changes in students’ recruitment systems and websites for advertisement aid
most schools to attract investors, and partners for student exchange programs. To crown it,
Technology has made a great way in modern education and still breaking great walls and making
headways.

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 Can we say Africa at its current stage is witnessing this great change? Are African
countries on the same parse as other developing or developed countries? Since 1960, many
African countries have witness changes in their educational industries; however, it is clear that
most are still lucking behind. Let us discuss some changes Education in Nigeria has witnessed in
general and what we can do or adapt to improve it whiles categorically taking into account some
challenges.

2.3.222.2 Challenges

To witness this great change and development, there is a basic reality hindering most
Nigerian States. The under-listed are few we can discuss,

 Lack of Computers

 Hardware problems

 Incompatibility software

 Poor or slow internet access

 High cost of Internet supply

 High cost of systems development

 Security problem

 Attitudinal problem

 Governmental policies

2.4 MORDEN TECHNOLOGY IMPACT ON NIGERIA

Using technology to your advantage is a great method to develop and achieve your
educational goals. The emergence of technology has had a tremendous positive impact on many
areas of society, including education. Nigeria, in general, has improved significantly in terms of
technology applications in the field of education. The information and communication
technologies for development project is part of the most significant and promising concepts for
technological transformation and innovation in Sub-Saharan Africa. It is also one of the existing

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projects that receive more support and recommendation. Among these are the Distance learning
education policies of which Nigeria, Ghana, Sudan, and other countries have been taping into to
train more teachers. The stress in attaining a master's degree has been reducing due to the
available distance learning programs many universities are carrying out. Some Nigerian States
are using national televisions to push the agenda of knowledge acquisition for all.

2.43.1 Future impact

In the context of education in Nigeria, Technology holds the great possibility to expand
access to education while also improving its efficacy and efficiency. Despite the difficulties and
the problems Nigerian State are facing, it’s obvious that most of them are making away into the
current educational Technology. However, it is expected to make a great improvement in this
area;

Augmented Tutoring: Technological advances such as projectors, digital cameras,

laptops, PowerPoint presentations, and visualization tools have all become valuable resources for
teachers in assisting students in grasping concepts quickly. Visual explanations of concepts make
learning enjoyable for learners. Students can participate more actively in class, and educators are
therefore allowed to make their classes more engaging and dynamic.

Globalization: Students taking courses online from various parts of the country or the
continent allows them to meet their counterparts through video conferencing without leaving the
classroom or online break section that’s online study groups.

Geographical Restrictions: Offline classes are very important, however due to several
reasons such as financial difficulties, jobs and others. The development of online degree courses
will give more students to obtain their degree without spending millions on accommodation,
tuition, and many more. There is little need for students to be physically present in the classroom
which will reduce the limitation of getting to study your desired program in your desired school.
As of now several colleges and universities in the USA, Europe, and other parts of the world
have also begun online degree programs that many students enrolled in.

To crown it all, Education Technology looks promising and it’s the new face to educate
more citizens in Africa. The use of mobile phones increases approximately 18% every year in

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Africa and over 77% of people under the age of 35 in Africa use smart phones. It is believed that
most educational institutions and their ministry in Africa will adopt the use of technology such as
automated School Management to help them reduce cost and increase productivity and
transparency.

In addition, most of the Universities running distance learning can adopt ultramodern E-
learning platforms with great features which will aid every student to have access to quality
education. Let get hold of the new normal and change our continent.

2.54 INNOVATION THEORY IN EDUCATION

Innovation theory in education is a new field of scientific pedagogic knowledge; it is a

paradigm of inseparable unity and interconnection of the three main pedagogic processes in the
field of education: creation of novelties, their mastering and application. In other words, the
subject of innovation theory is the studies of integration of development, mastering and
integration of novelties. Innovation theory in education is an innovative process in the
educational system, innovative activity, novelty and innovative environment, in which the
innovative processes take place. Innovative processes are considered in three main aspects –
social-economical, psychological and organizational-regulatory. These aspects define the general
climate and conditions, in which innovative processes take place and which either prevent or
facilitate the innovative process. Moreover, innovative process does not have a spontaneous
nature, but rather it is consciously regulated. Integrating the novelties is a highly significant new
function of management.

Innovative activity is nothing but a system of conducted measures for providing

innovative process on a certain level of education. Novelties in education present themselves as
creative exploration of new ideas and principles, which, in single cases, brings them to becoming
typical projects containing the conditions for their adaptation and application. According to the
activity types, there are pedagogical, supplying and administrative novelties. There are two types
of innovative phenomena: pedagogical innovation theory (innovations in the educational system)
and innovative learning. While pedagogical innovation theory is related to restructuring and
modifying, improving and changing the educational system or its separate parts, characteristics
and aspects (creating new legal acts, new structure, models, learning paradigms, forms of
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integration connections, etc.), innovation learning is defined as a specific type of mastering the
knowledge and as a product of conscious, goal-oriented and scientifically-founded activity in the
educational process.

Innovative learning is currently replacing supporting learning. It is considered to be the

educational system’s reaction to the society’s transition to as higher stage of development and
reaction to the changed goals of education. Innovative learning is learning that stimulates
innovative changes in the existing culture and social environment. It acts as an active reaction to
the problem situations, which appear in front of each single person and the society in general. It
is called to prepare not only a “learning person”, but also an “acting person”. Moreover, all
elements of supporting learning are present in the innovative process; the only question is the
definition of the proportion between reproductive and productive, active and creative
components.

2.65 THEORETICAL FRAMEWORK

Innovation is perceived as a rupture or change in the assumptions and practices of actors

and institutions, which are not random or deliberate but require intent and planning in order to
improve situations that may be problematic (Macchiarola, 2009). Similarly, Rivas et al. (2017)
add that these types of planned actions drive deep changes based on desire and passion to teach
and learn; they also believe that educational innovation implies rupture or change in terms of
traditional education’s characteristics, for example, rote, ritualistic and demonstrative learning.

In that regard, the authors argue that this innovation fosters connections with knowledge
and learning that are based in understanding, creativity and metacognition, generating learning
climates sustained in dialog and participation. Lastly, the authors express that innovation is
created in certain institution and involves several actors that use scientific evidence, practical
knowledge and experiences of teachers and researchers; these are real, have been implemented
and it is possible to find concrete examples of how they work, as well as if it is feasible, practical
and adaptable to other contexts.

Concordantly, Libedinsky (2016) considers that emerging didactic innovations are

proposals generated by teachers, which are characterized by opposing and breaking apart from

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current consolidated practices that are pieced together with the curricular content. These are
implemented in a set context and time, recovering traditions and backgrounds and responding to
teachers and students’ cultural interests.

Understood as the foregoing, innovation is a wide and complex process with scopes that
go beyond the classroom. It can be said that innovation has a nature of educational and social
transformation; it constitutes a change that affects structural aspects of education in order to
improve its quality.

Therefore, specialists’ point of view poses a great challenge, when referring to

innovations, they involve epistemological stances and theories that need to be specified when
following a pedagogical and didactic road intended to rupture and oriented at real change. These
need to tend to the requirements of a positioned and contextualized practice and suggest learning
that that can only be achieved through innovation, with knowledge that needs to become praxis,
meaning, a know-how.

According to Zabalza (2003), innovating means introducing justified changes, thus,

innovating in teaching entails the application of three conditions: openness, update,
improvement; i.e., it is indispensable to have capacity for adaptation and flexibility and to drive
improvement in educational processes. The author also highlights two essential conditions for
innovation in the university: practicality and feasibility (it has to have concrete results that can be
put in place).

… we are faced with innovation when a well-supported change process is expected. Feasible and
practical changes that are thought of from the perspective of improving and updating our
activities and training devices at the core of each degree program. Changes which will be
documented and evaluated. A proposal of change that has been executed in a project that
functions as its development and commitment guide. (Zabalza, 2003 p. 122)

In sum, educational innovation is understood as planned changes that are oriented

towards improving teaching and learning processes. These changes bring new ways of thinking
and doing to educational contexts and try to boost learning and teaching. Multiple conditions

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interact in innovation development; this study will recover some of them from the perspective of
teachers and students.

… we are faced with innovation when a well-supported change process is expected. Feasible and
practical changes that are thought of from the perspective of improving and updating our
activities and training devices at the core of each degree program. Changes which will be
documented and evaluated. A proposal of change that has been executed in a project that
functions as its development and commitment guide.

(Zabalza, 2003 p. 122)

2.65.1 THE INTEGRAL METHOD

Integral Development Theory: Realizing Individual and Collective Transformation

In Integral Development theory Lessem, R & Scheifer, A, argue that the current
development crisis is not only a crisis within the discipline of so-called development studies
and/or in the political and economic practice of development. Rather, the overall ineffectiveness
of current development theory and practice, as lamented by a large number of renowned
international development thinkers and practitioners, is merely one of many symptoms of
profound civilization crisis humanity as a whole is facing.

Lessem, R & Scheifer, A, believe Humanity is in a transition phase from a modernist,

rational, monocultural, capitalist paradigm towards a new evolutionary stage. During this
transition time – which, according to the leading US-American sociologist Immanuel
Wallerstein, may well last for another few decades – humanity will have to deal with massive
disruptions, on all levels. While some thinkers hold that the direction and outcome of such a new
evolution is totally unknown, there are a growing number of social philosophers articulating the
rise of an Integral Age.

Indeed, all over the world, Lessem, R & Scheifer, A, noticed attempts to develop more
integrated, holistic and balanced perspectives – within scientific disciplines, within various
domains of life and within organizations. Local and global movements are promoting ecological
balance, sustainable development, gender equality, social justice, cultural unity in diversity,
religious dialogue within and in between religious (and non religious) belief systems, equitable
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livelihoods, inter- and transdisciplinary forms of knowledge creation, peaceful co-evolution of
nations and civilisations and more. All these initiatives seek to bring about a more integrated
approach, overcoming the highly fragmented and unequal state of our current world.

In a thorough analysis of past and present development discourses we surfaced major

disintegrating patterns. In our work, we suggest a set of integrative orientations that need to be
included in a new more integrated approach to development, serving to overcome the destructive
impact of the existing one. In doing so, we laid the foundation for our approach to Integral
Development, building on our prior work on Integral Community, Enterprise, and Economics,
Integral Research and Dynamics.

2.65.2 The Integral Development Model: The 4Rs of Integral Development

The four main elements of the Integral Development approach, drawing from our overall
‘Integral Worlds’ approach, are what Lessem, R & Scheifer, A, called the ‘4Rs’: Realities,
Realms, Rounds and Rhythms. These four constituents are dynamically and interactively
interwoven.

Transcultural Realms - Integral Development acknowledges diverse reality viewpoints within

each context and across the world. It captures this diversity by differentiating and integrating
four archetypal worldviews or realities:

• Southern Relationship based Viewpoint on Reality.

• Eastern Inspiration based Viewpoint on Reality.

• Northern Knowledge based Viewpoint on Reality.

• Western Action based Viewpoint on Reality.

Altogether these realities relate to a rich variety of typological and structural patterns across
civilizations.

Transdisciplinary Realms - Each reality viewpoint has a different emphasis, which leads to
four different knowledge fields or realms, each providing a particular perspective. Any given
development calling & challenge requires the transdisciplinary engagement with all realms:

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• Southern Realm of Relationship: Nature & Community.

• Eastern Realm of Inspiration: Culture & Spirituality.

• Northern Realm of Knowledge: Science, Systems & Technology.

• Western Realm of Action: Enterprise & Economics.

Transpersonal Rounds - Each particular development calling & challenge is to be followed

through (or: fully ‘rounded out’), traversing each realm via four interconnected rounds:

• 1st Round of Self Development.

• 2nd Round of Organisational Development.

• 3rd Round of Societal Development.

• 4th Round of Uni-Versity Development.

Transformational Rhythms - Realities (worldviews), realms and rounds are altogether aligned
with and are hence subject to fourfold transformational rhythms:

• Southern formative and grounding (G).

• Eastern reformative and emerging (E).

• Northern (newly) normative and navigational (N).

• Western (fully) transformative and effecting (E).

These rhythms stimulate and enable dynamic and interactive processes towards
authentically addressing the development calling & challenge at hand. They are designed to
release the GENE-ius of a particular self, organisation, community & society.

Alongside with Fig.2 on pg. 9, the interactive and dynamic engagement of all ‘4Rs’ with
a specific, central development calling and challenge, lodged within a particular local context
and global setting, is reflected in the circular, integral framework of Integral Development.

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 According to Lessem, R & Scheifer, A, (2010), Integral research iass a pioneering
approach for the holistic development of individuals, organizations, communities and society. It
serves to address imbalances within individuals, organizations, communities, and or societies.

Research is being carried out in systematic order, going through four stages. This is done using
the exclusive integral research trajectories.

2.65.3 Methodology in Integral Research

The four (4)-fold research trajectory in Integral Research (the four C's (4Cs):

While the foundation of the Integral World Research lies in the theory of the four worlds,
the research path itself follows in 4-fold research trajectory called the four (4) Cs: Call, Context,
Co-creation and Contribution. This fourfold research trajectory corresponds to four levels of
research paths called Origination, Foundation, Emancipation and Transformation.

Each research path follows a particular research trajectory. The The four directions are
represented using the four world poles (South, East, North and West) to illustrate the diversity of
cultural realities. They represent four perspectives that represent a vast number of knowledge
fields and disciplines.

1. The Southern reality is engaged with the world primarily through relationships to nature
(including one's inner nature) and to other humans and the community one builds with them.

2. The Eastern reality interacts with the world primarily from an inner, interpretive, cultural
and spiritual perspective, seeking to understand the deeper meaning of human existence and
one's holistic participation with the world.

3. The Northern reality views the world primarily through a scientific, rational perspective,
seeking to distinguish patterns and structures within reality and to translate them into viable
concepts and systems.

4. The Western reality acts upon the world primarily through active experimentation and
practical treatment of things and applying idea through action. (Adodo, 2018).

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For the Southern Relational path of Nature and Community. It is Descriptive,
Phenomenology, Feminism and participatory Action research trajectory.

For the Eastern Holistic Path of Culture and Spirituality, it Narrative, Hermeneutics, Critical
Theory and Cooperative inquiry trajectory.

For the Northern Rational Path of science and Systems, it is Theorizing, Rationalism,
Postmodernism and Socio-technical Design.

Finally, for the Western Pragmatic Path of Economics and Enterprise, it is Survey Methods,
Empiricism, Critical Realism and Action Research.

Integral World (Methodology) Lessem, R & Scheifer, A. (2014)

Fig.4

In Integral research, every research work has to follow a particular path and each path has
some methods and methodologies peculiar to it.

We have the Southern Relation Path, Eastern Path of Renewal, Northern Path of Reason
and Western path of Realization as highlighted above.

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 There is a primary path and a secondary path based on one's primary and secondary call.
For me as a researcher applying the integral research approach model, going by the summary and
evaluation of my personal Integral and Innovation Profile, my primary innovation path is
Southern Relational Path and my secondary is Western Path of Realization.

Southern Relational Path: It is concerned with closeness to nature and building healthy
communities. (Its core concerns are Nature and Community). It tends to influence the world
through relationships to nature, humans and communities.

2.65.4 THE FOUR Cs IN INTEGRAL RESEARCH

A. CALL

This is the grounding/origination stage where a researcher reconnects with his or her
inner self (inner call) or passion, to discover the outer call or outer challenge (imbalances and
problems of a community). It is this stage that an individual starts up the process of development.
It can be referred to as "Relational Origination" stage.

The individual reflects on his or her story, history or origin/background. CALL requires
an individual's search into his or her inner being, reflecting on the experiences to discover what
his or her passion is towards making a social change that leads to innovation and sustainable
development. One's inner call determines one's path in the four worlds and one's path determines
the methodologies and methods to be used. Integral research ensures that a researcher as an
individual discovers his or her CALL; this is a passion towards a burning issue. The passion
could be more than one, hence, the primary and the secondary CALL.

B. CONTEXT

This is the stage of emergence/foundation where the researcher discovers the outer call,
that is, the issues of an affected community in question. This means a community that is to be
developed through integral research.

It requires that the researcher critically examine the imbalances and excesses in his/her
particular context. This includes the analysis of the transpersonal, trans-cultural, trans-
disciplinary and trans-formational imbalances in one’s particular intending to correct them. This

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is making a diagnosis before commencing treatment. The objective burning issue that the
researcher seeks to address is directly related to the imbalances located in the researcher’s
context.

At this stage, the individual as a researcher is already grounded and established from the
first stage; afterwards, it is time to lay a foundation but adopting the community for holistic
transformation in the run.

C. CO-CREATION

This is a stage of navigation/emancipation. It is a stage where the community and the

researcher identify individuals of like-mind to work and co-create with in the process of
transformation towards a sustainable development. At this stage, the individual begins to seek
knowledge towards the development of the adopted context or community. For me as a
researcher, this is the stage for knowledge search through literature review and request for
collaboration from external sources. Being grounded in my story and CALL, I will objectively
welcome ideas that will aid the achievement of my goal for the adopted community.

D. CONTRIBUTION

This is the effecting/transformation stage. It is the last stage and the stage for effecting
change. The researcher and his ecosystem "co-creating", pool their efforts together to achieve a
practical and visible transformation in the adopted community. It is the ultimate distillation of
the research journey, towards practical application of the knowledge generated to effect social
change. The research question at this stage is, ‘how can innovation-oriented research and
development contribute to the creation of new types of universities (knowledge creation), leading
to practical and visible transformation?

Also, we must work closely with competent others, as an isolated individual researchers cannot
alone provide integrated solutions to complex problems.

In summary, as a researcher, I discovered my CALL to be in the development and

advancement of technology innovating educational system today, and from this I was able to
identify my CONTEXT, which is a school, because this school in my community, which lack
the knowledge or power the technology can be of help to educational system, and this will lead
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me to Co-CREATE with ‘‘catalyst’’, finding any easy possible ways of carrying out my
objectives, and by creating possible solution together to transform the society, doing all these
will make this research work to be a great CONTRIBUTION to the society as a whole.

The diagram (Fig. 5) below shows how the moral core connects with the 4Cs, and this helps the
researcher in navigating, to execute all goals aimed.

CO
CR EA TI
ON
RESEA R
CH
CO N TRI A CA D E
B U TIO N CO N TEX
MY T
TRA N SF
O RM A TI M O RA L
CT AW AKE
VE N IN G
EN TER P CO RE CO N CIO
U SN ESS
RISE
CI HE
CA LL
CO M M UN ITY
A CTIVA TIO N
NA

Linking the 4Cs with the integral world, i.e. illustrating the Research work into 4Cs
Fig.5
2.65.5 THE METHODOLOGIES AND METHODS APPLICABLE FOR RESEARCH IN
THIS PATH ARE:

A. DESCRIPTIVE METHOD

This method requires the researcher to engage himself or herself fully involved with the
adopted community (a locational space and place) without bias or sentiments, "without pride or
prejudice and without premise or preconception". This act of immersion requires engaging one's
total self as participant in a state of passionate involvement. Concisely, it requires one as a
researcher to open oneself to a phenomenon by gathering data through continuous involvement
with a community's life and activities rather than taking accounts from individuals. Being

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immersed in the adopted community will enable the researcher to be able to be descriptive and
detailed in data capturing and analysis.

B. PHENOMENOLOGY

Phenomenology as a concept was introduced by Edmund Husserl (the father of

Phenomenology). It is like a revolution against the usual and common Traditional Empiricism
mostly used by researchers. While Empiricism dictates that at all judgment be legitimized by
experience, phenomenology proposes that, "explanations are not to be imposed before the
phenomena have been understood from within". Lessem and Scheiffer (2010:104).

Husserl saw the "life-world' as "the universal framework of human endeavour". For him,
there is not one single life world, but a set of overlapping worlds, beginning from the world
which is the "home-world" and extending to another world farther away, the worlds of other
cultures". Lessen and Scheiffer (2009:124). This view is to back up the core claim of
phenomenology earlier stated. That is, "explanations are not to be imposed before the
phenomena have been understood from within (the perspective of the people involved). Since the
activities or endeavours of a set of people determine their "life-world' judgments or conclusions
must therefore be pronounced or made objectively through one's own subjectivity. Before every
researcher is always set two "worlds", that is, the "home-world" (the world that built the
researcher's cultural beliefs and other ideologies) and the "other worlds" (the worlds of other
people and cultures).

One of the supporters of phenomenology, Verstehen, introduced two phenomenological

tools that are very important. They are Introspection and Understanding. "Introspection requires
the phenomenologist to use his or her own subjective process as a resource of study". He also
requires an emphatic effort to move into the mind of the other. (Lessem and Scheiffer,
2009:104). In other words, following Verstehen's phenomenological tools, a researcher is to use

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his or her own subjectivity to build on others objective ideas (grabbing your freedom to enable
others realize theirs).

Phenomenology Principles:

 Engage In A Process Of Radical Inquiry:

This simply means that a researcher in the Southern Relational Path, must base his or her
data collection on actual experiences and not on laid down principles, history, common sense or
any philosophical tradition. Unconventionality in interpreting phenomena is encouraged.

 Immerse Yourself In A Life World Of Immediately Lived Experiences:

As a researcher in the Southern Relational Path, one is expected to be exclusively

concerned about experiences gained and not empirical facts based on religion, culture, common
sense, or even science. One's inner mind or self has to agree with a particular idea or
phenomenon. It is not to be imposed.

 Concentrate On Illuminating The Nature Of The "Inner Self":

With this we understand that when the "inner self is lightened up; it becomes easier for
the researcher to illuminate the inner nature of a "life world" culturally and spiritually.

 Focus On The Subjective View Of Experience:

In order for a researcher to have a unified opinion between the subject (researcher) and
the object (the adopted community), subjectivity must be highly embraced. We overcome the
subject-object divide only by finding a deeper meaning within subjectivity itself".

 Locate Every Unique Cultural History As An Episode In The Larger Story:

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 This explains that a researcher needs to be open-minded and ready to spread his or her
wings in gathering information. He or she must not depend on just a cultural history to conclude
a research work, rather, every unique cultural history (or any other suitable findings) should be
viewed and examined as an episode in the larger story. "There is not one single life world, but a
set of overlapping worlds, beginning from the 'home world" and extending to other world, the
worlds of other cultures". Lebenswelt (1964:126).

C. FEMINISM

Feminism as a methodology also evolved from phenomenology. It can be referred to as

an emancipation tool- the idea both methodologies share is taking personal experience
(experience of the "inner self") as a starting point to any research.

Feminism is an organized combination of social theories that all focused on the liberation
of women from a perceived subordination to men. Feminism's focus has however been
broadened from seeking only gender balance or equality to seeking balance within social classes,
races, cultures and religion.

This methodology embraces practices of inquiry and justification. Feminism also claims
that both the natural and social worlds are socially constructed, and people who in different
locations, have different life experiences construct these worlds differently.

Feminism Principles:

 Aiming to create social changes.

 Seeing knowledge as a tool for liberation and not domination.

 Feminist research strives to represent human diversity.

 Feminist research complements the androcentric (masculine) perspective.

 As a researcher you as a person are included.

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For the cause of research in the southern relational path, we can summarize feminism as a tool
for emancipation which encourages the researcher to give voice to the marginalized or giving
voice to the voiceless; Aim to create social and economic change, view knowledge that leads to
such as a means of liberation of physical and human nature. Strive to represent diversity"
(Adodo, 2018:33).

D. CO-OPERATIVE INQUIRY (CI)

Cooperative inquiry, also known as collaborative inquiry, is a form of action research that
was first proposed by John Heron in 1971 and later expanded with Peter Reason. The major idea
of cooperative inquiry is to "research 'with' rather than 'on' people". It emphasizes that all active
participants are fully involved in research decisions as co-researchers. Cooperative inquiry
creates a research cycle among four different types of knowledge: propositional knowing (as in
contemporary science), practical knowing (the knowledge that comes with actually doing what
you propose), experiential knowing (the feedback we get in real time about our interaction with
the larger world) and presentational knowing (the artistic rehearsal process through which we
craft new practices). The research process iterates these four stages at each cycle with deepening
experience and knowledge of the initial proposition, or of new propositions, at every cycle.

Stage 1: This is the first reflection phase that determines topics and methods of inquiry. This
phase involves primarily propositional knowing.

Stage 2: The first action phase, usually within the group, that tests the agreed actions, records
outcomes from the testing, and observes if the actions conform to the original ideas from Stage 1.
This stage involves primarily practical knowing.

Stage 3: This is the second action phase, usually by individuals in their everyday life outside the
group, where the experiences and the consequences of one's new inquiries in action can generate
profound new feelings and aware nesses. In this stage, the experiences may lead to new fields,
actions and insights that depart from the original ideas. This stage involves primarily experiential
knowing.

Stage 4: The second reflection phase when, in the group, co-researchers reflect on their
experiences and the data collected in Stages 2 and 3. Now they may re-frame the original ideas

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and amend inquiry procedures. In this stage, co-researchers also decide whether to proceed to
further cycles in the inquiry processes. This stage involves primarily presentational knowing,
developing new images and ways of acting. This leads back to propositional knowing, if the
inquiry group decides to start a next cycle.

E. PARTICIPATORY ACTION RESEARCH (PAR)

This is a tool for action and transformation, which intends to empower the powerless
groups in society. PAR simply means, "Doing research with and for people". It is preoccupied
with building up people's self-awareness. There is a kind of reconstruction of knowledge for the
purpose of furthering social progress and increasing self-awareness. It is a dialogic research,
therefore the grassroots representative are allowed to participate as a reference group in the
research process, from the beginning (point of deciding the subject of research) and through the
whole process. Lessem and Scheiffer (2010:151).

PAR takes research as a communal task in which social validation of knowledge is

obtained from previous ideas through people's own processes of verification. It is all about
development (Self Development and Community Development).

Participatory action research (PAR) has been defined in a variety of ways by researchers
from disparate fields of inquiry, such as sociology, anthropology, social psychology, philosophy,
feminist research, and community-based research. PAR has been utilized in agriculture, industry,
education, social work, and health (Gillis & Jackson, 2002; Koch, Selim, & Kralik, 2002;
Maguire, 1987; Selener, 1997).

According to McTaggart (1991), there is diversity in the meaning of PAR, which is

understandable as “any literature search using the descriptors “participatory research”, “action
research”, and “participatory action research” identifies a confusing and meaningless diversity of
approaches to research” (p.169). Due to the multiplicity of fields in which PAR has developed, it
can have different meanings and at times be contradictory. “PAR was developed as a means for
improving and informing social, economic, and cultural practice” which “in principle is a group
of activities” whereby individuals with differing power, status, and influence, collaborate in
relation to a thematic concern (McTaggart, 1991, p.169).

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 Maguire (1987) defined PAR from a feminist perspective combining the activities of
social investigation, education, and action in a collective process. The social investigation
activity of PAR included “a method of social investigation of problems, involving the
participation of oppressed and ordinary people in a problem posing and solving” (p. 29). PAR
was also perceived as an educational process for the participants and researcher, by analyzing
structural causes of identified problems through collective discussions and interactions (Maguire,
1987). Maguire emphasized that the action activity of PAR was “a way for researchers and
oppressed people to join in solidarity to take collective action, both in short and long term, for
radical social change” (p.29). Further, participatory action research involves three types of
change, including the development of critical consciousness of the researcher and the
participants, improvement in the lives of those participating in the research process, and
transformation of societal structures and relationships (Maguire, 1987).

PAR ImportanceExecutioner Plans:

 The problem is defined, analyzed and solved by the community.

 As a scientific methodology, it facilitates an authentic analysis of social reality.
 It involves the full and active participation of the community.
 It is aimed at the exploited, the poor, the oppressed, and the marginalized.
 It creates awareness of the people's own resources, mobilizing for self-reliant
development.
 The ultimate goal of the research and innovation is the radical transformation of the
social reality.
 The researcher or innovator is a committed participant, facilitator and learner in the
transformation.
PAR as a tool for transformation requires a collective action, therefore a researcher is to
"fully and actively participate in and through the community; Serving to create awareness of the
community's resources, mobilize people for self- reliant development.." (Lessem and Scheiffer,
2010:152).

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 Descriptive
Call
Method

Phenomenology Context

Feminism Co-creation

Participatory
Action Research Contribution
(PAR)

Research Methodology infused with the 4Cs

Fig. 6

2.6.6 THE GENE

This simply means releasing the transformation GENE-IUS of one self, the organization
and the society. The GENE (Grounding – Emergence- Effect) is the nucleus of transformation
process based on the integral dynamics approach. Its four core integral dynamic stages are
Southern grounding, Eastern emergence, Northern navigation and Western effect, GENE to
GENE-IUS.

‘G’ from G-E-N-E (GROUNDING)

The GENE moreover, is set in motion by an inner spark, an initiation of an individual or

a community, who either experience an internally instigated burning desire for growth, change or
transformation which calls for internal integration, or an outer impulse for such, which is caused
by addressing an outer burning issue, or f course both. In any case, it is this initial tension
between the “I” (individual) and the other – which we call here the “U” (You) that initiates the
transformation process, and which, by working its way through the four stages, in both linear and
non – linear form, helps to release the full GENE-I-U-S of the living system. After the initial
stage of local Grounding, then, in nature and Community, something has to give, creating the

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impetus for transformation, and that cultural and spiritual impulse has to come from both inside
and outside.

Local identity then is rooted or grounded in the being or “life world” of a local people,
such an indigenous world is lodged in nature and culture, formatively and experientially. We
refer to this grounded world as “Southern” though it is to be found all over the world, because of
its deep roots in a place of origin, then represents the very grounds of our local Identity,
wherever we are.

‘E’ from G-E-N-E (EMERGENCE)

Emergence stimulates the transformative journey, in which structures and systems develop and
evolve cross – catalytically. It involves process of destruction and creation, and an intermittent
and discontinuous. The emergent, far –from-equilibrium developments give rise to a new
dynamics balance, weaving together, past and future, indigenous and exogenous, one world and
another, destroying static concepts of structure and systems, lending to a new order, such
emergent processes are therefore destabilizing; they creatively “undo” the structures of the
“West” and orderly systems of the “North”, so that the momentum built reworks the prior aims
and concepts established. What emerges is not merely what happens between structures and
systems: on the contrary, process work around and through structures, making them porous and
permeable, continually open to new possibilities. Without such conscious evolution, the
organization remains disconnected and abstract; processes undo predetermined notions of order
and procedure. At their best, process-driven, emergent leaders, organizations and societies and
dynamics, highly innovative workplaces; at their worst totally unpredicted, and lurching from
one state to another.

Becoming what we term a local-global “non-entity” is a necessary aspect of transformation

whereby you enter into that no-man’s land between the familiar (self) and the other, the
indigenous and the exogenous. In that emergent world of provisional, transient loss of identity,
of letting go of the old with a view to becoming the new, the power of imagination becomes all
important. This is the point where the indigenous meets up with the exogenous, the tacit with the
explicit, and subject with the object.

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‘N’ from G-E-N-E (NAVIGATION)

Knowing yourself/system as an entity: university, Northern consolidation, combination or

conceptualization involves the establishment of new sets of propositions evoked out of the prior
“Eastern” world of the initiative imagination, and the “Southern” world of concrete, lived
experience, which in integral dynamic GENE terms represents research if not also innovation
laden profound theories lead you to conceive of your organization or community as a complex
system or network rather than a simple structure, with interconnected patterns and relationships.
Systems enhance the notion of order by connecting individual points into linear and cross-linear
relationships; such systematic linkages serve to enhance predictability, order and control.
Without such systems, structures remain disconnected and lacking in coherence; systems give
direction to both structure and imagination. Such systems and framework use rational analysis in
which the particular follows logically the general; problems are tackled through attempts at
realizing consensus. At their best, systemically undertaken strategic projects are ethical, serving
to bureaucratic.

As we re-emerge (East) out of our value grounds (South) in order to conceptualize ourselves a
new (North), different kinds of home-grown economics and management concepts as well as
institutional framework are designed. However, they are yet to be internalized, and effected. The
purposeful navigation of the newborn self, organization or society that we are seeking to
establish, represents the knowing consolidation of the prior process of becoming, entity, is
establish out of the prior fusion of horizons. In fact, the success of the “North-West” in business,
in Europe and the United States, is born out of just such a “local-global” fusion, albeit only to a
degree. This has recently been the case for Japan, as a fusion of Eastern and Western horizons,
and perhaps also now may become so for China. In all these cases, there is a genuine
combination between being and becoming of different cultures and societies, through it is only in
the case of Japanese business management that this has been made explicit. The Japanese
“knowledge creating company” explicitly builds in such an “East-West” linkage, conversely, in
many a developing society, one allegedly “global” identity dominates or distorts the other local
one, rather than serving to establish an ultimately transnational entity.

The Last ‘E’ from G-E-N-E (EFFECT)

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Such “Western” excellence or effectiveness, in our integral and dynamics terms, is penultimate
rather than ultimate, whereby the latter involves purposefully and ultimately incorporating all
four worlds into your own. This would mean standing at the center of all four worlds. Such a
practical and empirically based realization of worldliness. Each of the four worlds has its
underdeveloped or dysfunctional manifestation, and its developed, or functional one, the latter
being more likely to be the case the increasingly integrated each world has become, one with the
other. Global integrity in one world is potential a condition reached when one world is able to
engage with the other three worlds. Inter-culturally, and with its own depths, intra-culturally,
transforming the conventional approach to economics and enterprise into a more dynamic and
integral one.

While the integral orientation is the more analytical if not also synthetic, the dynamic is more
dialectical, and in this case transformative.

In summary, the GENE is the initiating, dynamically transformative rhythm we identify. It is the
inner generator of transformation, directly derived out of nature: it represents transformational,
as well as secondarily trans-cultural, perspective derived from nature, to the primarily trans-
personal, and secondarily transformative, perspective, the other side of the dynamic coin, derived
this time from depth psychology and from culture, (Lessem, Schieffer, Tong & Rima, 2009).

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 The GENE Engagement Map with Guiding Questions
Fig. 7
The INTEGRAL method in summary

According to Lessem, R & Scheifer, A, (2010), Integral research as a pioneering

approach for the holistic development of individuals, organizations, communities and society. It
serves to address imbalances within individuals, organizations, communities, and or societies.

Integral research is designed to meet the societal needs as it differs across horizons.

Unarguably, most social science research employs ‘western’ style of case studies and
survey methods, the later characteristically using questionnaires and interviews. These represent,

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however, only a limited number of research methods, reflecting a pragmatic-experimental and
rational-theorizing approach to knowledge generation. Without humanistic ally descriptive and
interpretively narrative oriented research methods that could accommodate cultural regions
where the predominant way of thinking is different to the western way. Hence, employing
exclusively ‘western’ (conventional methods) can be said to be one of the reasons why students
lack originality in research.

With Integral Research, the researcher begins in the centre of the model by reflecting on
his or her own personality, his or her burning research issue and desire, specific research context,
cultural background, and personal research style. He /she then chooses a research path or even a
combination of two or more paths.

Then the research is firstly grounded in a research method where the research gets really
in touch with his or her issue, desire and context. Thereafter the integral research gradually
builds up a theoretical foundation and the application of research outcome to achieve a physical
transformation in his community. In short, the integral theory helps us to take into account the
different perspectives and makes us aware that our perspective of the reality is created by the
societal we live in.

This awareness helps us understand the strengths and weaknesses of each particular way
of seeing the world, in order to reach sustainable balance and harmony.

To be integral means to take into account all different perspectives: one needs to be
sustainable economically, but also social, on the level of knowledge creation and sharing, as well
as regarding nature and the respect of traditions.

CHAPTER THREE

METHODOLOGY

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3.1 0 INTRODUCTION

This chapter presents the research design, (qualitative method), and data collection
methodology used in this research study. The research design of this study was conducted with
the help of both Co-operative inquiry (CI) and Participatory Action Research (PAR) which
enables data collection from a sample of Rehoboth College students, staffs and teachers to
examine their technological knowledge in line with education.

3.21 RESEARCH DESIGN

The research for this study was conducted using descriptive method of data collection. It
was made use of to inquire about the students, staffs and teachers of Rehoboth College, and in-
depth interviews were conducted with a smaller subset of students.

3.3 2 RESEARCH AREA

The study area of this research work is Rehoboth College, Oremoje Iseyin, Oyo state.
The school is suitable for this work due to their lack of facilities and knowledge.

The school was founded in the year 2007, has lots of staffs, students and containable
classroom, of which few of them were used for this research work, their students hall was used to
carry out some of the objectives.

3.4 3 RESEARCH POPULATION

Participants were randomly-drawn from some students, staffs and teachers of Rehoboth
College Iseyin. All participants (students) were both from both junior and secondary classes.

3.5 4 SAMPLING METHOD

Purposive sampling method was employed Participants were selected from the student
and staffs within Rehoboth College. Each student (through the Principal) were pre-registered, at
least 20 senior students, 20 junior students of both sex, and at least 20 staffs making a total
expected attendance of 40 or more students and 20 staffs. They were invited to participate in a 2-
days Seminar, followed up by interview.

3.65 DATA ANALYSIS

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 Qualitative methods were used to know the level of experience of the students, meaning
that, with the help of interaction through interviews and seminar. Results or responses from the
Co-operative inquiry session and from the structured interviews were captured and recorded.

3.7 6 RESEARCH INSTRUMENTS AND METHODS OF DATA COLLECTION

The data used for this study was collected from primary and secondary sources these are
discussed further below;

The primary data employed the qualitative method, which was obtained through
Interviews, Seminar (CI) and through Observations when engaging the student’s skills and
abilities at the time of this study (PAR). In short;

A. Co-operative Inquiry (CI)

i. Interviews

ii. Seminar.

B. Participatory Action Research (PAR)

Secondary Source: Secondary data was sourced from information from textbooks, journal
articles, unpublished books, and recent publications on the study and internet materials.

3.76.1 METHODS EMPLOYED TO DELIVER KNOWLEDGE

The employed methods used to deliver knowledge to both the students and staffs of this
research case study was through the means listed below

Gadgets Used

Computer, Smartphone, Digital camera, Projector

Social Media used

FaceBook, Instagram, Twitter, WhatsApp, Zoom, Skype, E-mails, Wiki-pedia and FaceTime.

3.8 7 ETHICAL CONSIDERATIONS

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 Consent was obtained from the Proprietress and the Principal of the school. The aims and
objectives of the research were explained in writing, and a consent form, making provision for
the names of participants to be included was submitted to them.

The consent forms were retrieved after a few days, and parents of the proposed
participants were contacted by the school. Participating schools were promised a certificate of
participation, and this researcher offered to cover transportation costs for each participant, and to
provide refreshments. They were assured that the purpose of the events was solely for research
purposes, and that their students would gain valuable knowledge and personal experience in
technology.

CHAPTER FOUR

FINDINGS AND DISCUSSION

4.10 INTRODUCTION
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 Innovation is the buzz word of our time, Each sector is concerned with it and claims that
it will soon be out to the world if it loses its power to innovate, entire society, government,
political parties nail their colors to the innovation mast, and thereby claim to be doing everything
in order to promote it, they are committing themselves to developing a legal financial,
educational and communicational infrastructure for innovation, with business inevitably to take
the lead ( Schieffer and Lessem).

Co-operative inquiry and Participative Action Research was used in this research work,
to get correct and adequate information, Co-operative Inquiry method used was interview and
seminar, some of the students and the staffs were interviewed, asking them mainly what they
generally know about technology, computers and other accessories, also to know how they use it
to help themselves educationally.

The burning issue in this community led me to my calling, my passion, which made me
realize that this issue need to be attended to by using Schieffer and Lessem descriptive method,
to at least look and find some solution in solving this burning issues. With the use of this, will
analyze my findings in developing this community, this way of creating innovation will be
analyzed below.

4.21 Researcher’s CALL

Researcher’s passion in technology made him acquire some knowledge in cultivating

himself, he discovered his call during the field work organized by his department, his experience
in Edo, made him realize what his community is lacking, researching on this, made him got to
know that there should be some ways in leading his community to innovation, and innovation
can't happen if all of us do nothing. With his experience helped him through this research work,
it can never be done alone, but made his community as the context.

4.3 2 Researcher’s CONTEXT

Context as used in this study an integral research is the adopted community, an affected
or troubled community, or a community to be rescued and developed through integral research.

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 As a researcher, the researcher grounded himself in this community, for him to be able to
make impact; he engaged himself and the community in order to discuss the problems and to find
closest or possible solution to it.

The context, Rehoboth College, is situated in remote area of the community called Oke-
Oremoje in Iseyin, and from the information obtained; the total population of student is 120 64 in
junior class and 56 in senior class, 40 students were selected randomly from Junior class to
senior class.

The context of this Research work (Rehoboth College)

Fig. 8
4.43 Researcher’s CO-CREATION

Co-Creation is vital in integral research process; it helps in figuring out the cause of a
problem, meeting a catalyst and creating a possible solution to the problem(s), with this process
the researcher’s engage himself with the management of the school to know what’s the major
cause of these problems and how we can solve it, also engaged with the students to discuss and
know ways it will be easier for them to obtain this knowledge.

4.43.1(A) CO-OPERATIVE INQURY (Interview Aspect)

Few staffs and major member of the management were interviewed to secure some vital
and useful information, below is some of the interview conducted.

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 Mr. Salaudeen, the school principal was asked to state some problems the school has
concerning the usage of technology and computers in their daily work basics and within the
school system, he said, majorly it has to do with schools financial capacity, it’s not that the
school didn’t wish or work towards making use of technology and computers but the vital
problems is not just the schools financial budget but the students parents are not also financially
buoyant, he also added that the school has few and little facilities, little amount of computers
which can’t go around for all students, with that instability of electricity is another major
problem, efforts been made to teach students about computers has been unproductive.

He was asked as a board member of the school, that what are his suggestions in solving
some of these problems, he answered that the school has to make more effort, providing more
computers to use, encouraging parents to try and expose their child(ren) to technology and
computers.

Mrs. Rafiu, the school secretary was also interviewed, asking some questions, she said,
the school doesn’t have enough funding to carry out most tasks, she site an example, which was
during the pandemic (C-OVID 19) she said instead of lecturing the student over the internet,
every school activities was shut down due to lack of equipments, even if the students are ready to
receive lectures, the school lacks the facilities.

She also agree that in most schools today technology is been used to boost and help the
school system, as one of my catalyst, she proposed in seeking out for help from private investors
in funding school, helping the school will help the students, will create more exposure for the
students at least if the parents can’t afford some accessories, the school should be able to at least
expose them to the usage of technology.

Mr. Ademola, is one of the teachers, during his interview the school is not making
enough effort in educating the students about the usage of technology. He said, the situation is so
bad that they don’t have stable teachers to teach the student the subject computer, both in junior
and the senior classes, he suggested that this problem should be attended to before taking other
major steps.

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Some other teachers and staffs were also interviewed and all of them are stating almost same
problems.

Some of the students were also interviewed and from the information obtained from them, these
are the problems mentioned.

 Little financial support.

 Poor management
 Not all school management are on board
 Parents have ignorance concerning this issue.
 Illiteracy among the parents.
 Parents are not ready to help.
 Some parents restricted their child(ren) in using computers and other gadgets like smart
phones, digital cameras.
 Some parents have little knowledge of this, which make them think its total waste of
money and time.

4.43.1(B) CO-OPERATIVE INQUIRY, (Seminar Aspect)

A 2-days seminar was conducted in order to enlighten the students, teachers and staffs,
during the seminar, what was discussed was the meaning of technology, what it entails, its
advantages and disadvantages, how it can be of huge help to educational system, stating
examples like zoom, used for communication.

Some pictures was projected for better understanding of the topic, after all been said, the
students were given some moments to ask questions, and some asked how computer works, how
can they use technology in educational system, how to use and operate some software, which of
the software can be of use to them educationally.

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 Student been Educated during Seminar with co-creators (Teachers and the Principal)

Fig. 9

4.43.2 PARTICIPATORY ACTION RESEARCH (PAR)

This method was used to engage the student in participating in this research work, and
some of the actions done was making the student operate computer, also made to operated some
highly sensible technological gadgets such as smart phones, digital cameral

During this, made the researcher know the students level of knowledge about technology
generally, the teachers and staffs get to know what and what they are lacking and also during the
researchers observation, it was learnt that most students doesn’t know much or how technology
works.

The method also engage some of the teachers, some doesn’t know how to operate a
computer doesn’t know how to use some software on it, and some knows everything just that the
school doesn’t have enough accessories.

During the seminar, the researcher made use of teachers in helping him carrying out the
research objectives. Some of them are my catalyst which made things easier

During this action research some problems were noticed, these are stated below

 Most students don’t know how to operate a computer.

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  Most students don’t know some technological terms, probably due to lack of teacher in
that field (i.e. a computer teacher).

 Some of the staffs and teachers don’t have enough knowledge about computer and its
usage.

 Some are not ready to learn out of laziness.

Question Period during Seminar

Fig. 10
4.54 CONTRIBUTION

Positive impact has been made with this research work, the research work tends not to
stop here but continue, for innovation to fully take place in the community, Students now has at
least basic knowledge about technology, how it works, how it can be of help to them personally,
and in their educational life aspect.

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 Teachers and staffs also gain some knowledge from this research work, all though the
students gained more than the others but what discussed will be of help to them and the school
management.

So at the end of this research work some innovative talents were discovered, which will
create better life for individual and the entire ecosystem.

The Rearcher and Co-Creators contributing to the research work

Fig. 11
4.65 INTEGRAL RESEARCH METHODOLOGY INFUSED AND EXECUTED (The
Southern Path)

This research work has made use of all the steps in Southern Path of Integral World,
which are described below;

Descriptive Method

This research work was a success because of the descriptive method, the researcher
engage himself with the adopted community where there was no bias or sentiments between the
researcher and the community, in the the process of gaining information there was no pride
displayed or prejudice, the researcher engagement of his total self put all the participant in a state
of passionate involvement, researcher open himself to all phenomenon, i.e. by gathering data
through continuous involvement with the community’s life and activities not only just from

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taking accounts from individuals. Doing all these, being immersed in the adopted community
enabled the researcher to be able to be descriptive and has well captured and detailed data and
analysis.

Phenomenology

With Phenomenology, a path in southern path, made the research to base his data
collection on actual experiences not just some laid down principles or history or common sense
or any philosophical tradition.

This research work was exclusively based on the experience gained by the researcher, it
was not just some empirical facts based on religion or culture or science, the researcher’s inner
mind agreed with his idea or phenomenon, this research work was not imposed. With researchers
inner self lightened up it was easier for researcher to illuminate the inner nature of life world
both culturally and spiritually

Subjectivity was highly embraced, which allowed the researcher to have unified opinion
between his subjects (the adopted community members).

Phenomenology enabled the researcher to be open minded in gathering information; it

also made him not just to depend on cultural history, but every unique cultural history and every
other suitable finding to conclude this research work.

Feminism

This methodology also evolved from phenomenology created balance within social
classes, races, cultures and religion for this research work. It also made it possible for this
research work to have social changes, made it possible for the adopted community to see the
knowledge shared as a tool for libration not domination, Feminism made this research work to
show human diversity, it also suppress masculine perspective. In all this made the researcher as a
person to be included in this research work.

Co-operative Inquiry

The major idea of cooperative inquiry is to "research 'with' rather than 'on' people", which
is exactly what the researcher did, by obtaining some catalyst, relating and interacting with the
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subjects, interviewing them to know their mind, asking them to think of possible way out of the
stated problems, and all these created a research cycle among four different types of knowledge

 Propositional knowing (as in contemporary science),

 Practical knowing (the knowledge that comes with actually doing what was proposed),

 Experiential knowing (the feedback got in real time in the researchers interaction with the
larger world) and,

 Presentational knowing (the artistic rehearsal process through which new practices was
crafted).

Participative Action Research PAR

PAR as a tool for transformation requires a collective action, therefore the researcher
fully and actively participated in and through the community, which created awareness of the
community's resources, and also people were mobilized for self- reliant development.

The Research work was a success due to process and steps listed below

 The research problems was defined, analyzed and solved by the community.

 As a scientific methodology, PAR facilitated an authentic analysis of social reality in this

research work

 It made the community to be fully involved and fully active in their participation.

 It made it possible to exploit the poor, the oppressed, and the marginalized.

 It created awareness of the people's own resources, mobilizing for self-reliant

development.

 Made the research context to realize the ultimate goal of this research work and that
innovation is the radical transformation of the social reality.

 PAR made the researcher to be an innovator, to be a committed participant, facilitator and

learner in the transformation.

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 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.05.1 INTRODUCTION

This chapter is about possible solution to findings made in chapter four from the
researchers point of view with the help of few catalyst will discuss what we think may be the
way forward.

5.21 SUMMARY

The summary of this research has concluded that educating the student of Rehoboth
College about the usage of technology has not yet reaches the full expected goal of this study
because of the following reasons.

From sub topic 4.2 the interview, possible solution has not been fully implemented, which is as
follow

 Little funding support, still hoping and looking for support.

 Poor management, some new staffs and teachers are to be recruited.
 Not all school management are on board, some are scared of losing their job due to low
educational background.
 Different Parents that has ignorance concerning this issue has not been met or discuss
with.
 Illiteracy among the parents, this is not a day or months job to enlighten all parents.
 Parents are no yet ready to help, this issue also demand sitting down with individual
parent and discuss.
 Parents restricting their children from technological accessories, also demand meeting
individual’s parent.
 Parents that thinks all these is a total waste of time, also needs to be enlightened discuss
with them.

From major problems stated above are majorly parents apart from other staffs and teachers not
well educated about the usage and advantages of technology in educational system
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Some of my catalyst, made mention of some possible solutions which are as stated below

 Teachers are to educate themselves concerning this issue, in other to be prepared for the
implementation of the solutions
 The school management will sit down more in order to discuss how to eradicate the
problems (school aspect) with the knowledge acquired from this research work.
 The researcher also suggested asking some capable parents for help who are willing to
help both the school and their child(ren), also asking some private investors for help, this
will not only improve the school but also promote it
 Another point made by the researcher is for the school management to recruit well trained
and educated staffs and teachers, not just anybody with little educational background
 Another catalyst said the school should gradually acquire necessary equipments so that
everything needed will be easier to set up, and won’t look like an enormous budgets,
offer to help was made by the researcher in getting things running.
In summary, major goal has been done by the researcher and some catalyst and with this
achieved effort; plans are in motion to eradicate other unresolved problems, the researcher
volunteered in pursuing innovation and growth of the community

5.3 2 CONCLUSION

The researcher’s findings in this research work reflect students who are serious about the
work of being students and who continue to leverage personal and campus technology for their
academic success. Personal technologies remain reliably prevalent; other technologies with
potential impact to enhance student learning are emerging among the students. Meanwhile,
school’s technology infrastructure continues to influence students' overall tech experiences. This
work also determined that student demographics play an important role in the types of
technology that are viewed as critical to their success as well as to their experiences of
technology. The researcher is also optimistic that this work report can foster important dialogues
among school stakeholders regarding technology, diversity, equity, and inclusion, as well as
accessibility. Although reporting that "change is occurring" while some things "remain the same"
doesn't constitute a game-changing proclamation, Researcher is confident this work report

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provides strong insights into why these trends are occurring, as well as actionable
recommendations for institutional stakeholders.

The more evidence that can be collected to understand students' technological preferences
for and relations to technology, the better equipped faculty and IT organizations will be to
address current needs and anticipate future student needs. In 2018, students continue to see
technology as essential to their academic success. What is crucial now is identifying how best to
leverage it for student success, based on institutional goals, costs, pedagogical approaches, and
evidence of impact. This research work supports these conversations by providing empirical
evidence for addressing these goals rather than relying on anecdotal-based assumptions about
students and technology or single studies that confirm our preconceived biases. Researcher hopes
that this work will serve as the starting point of those conversations.

This research work let the researcher know lots of things about innovation, which is a
long process, through the case study this work still has a long way to go. I as a researcher agree
with Fr. Aslem Adodo that “innovation has no limit, and it’s not a man’s job rather it requires the
cooperation of the community as a whole”. If community members come together and work as a
team, their society will drastically develop.

5.43 RECOMMENDATIONS

1. Continue providing students with access to the basic technologies that are most
important to their academic success. The maintenance of desktop computer labs, laptop
and tablet rental programs, and negotiated discounts for personal academic devices
enable nearly all students to have access to the technologies they need to succeed. Avoid
the creation of a new digital divide by making bleeding-edge technologies such as AR
and VR headsets and 3D printers and scanners equally and publicly available to all
students in venues such as makerspaces and libraries.
2. Eliminate classroom bans of student devices important to their success. Although
devices that can connect to the internet have the potential to distract students during class,
many students—especially women, students of color, students with disabilities, first-
generation students, students who are independent (with or without dependents of their
own), and students from disadvantaged socioeconomic backgrounds—find these devices
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 significantly more important to their academic success than do their counterparts.
Classroom device bans have the potential to indiscriminately undermine students who
may disproportionately rely on them, creating unnecessary (and possibly illegal)
obstacles for those who may need them the most.
3. Increase the reach and quality of school Wi-Fi networks. Students should have
experiences with their institutional Wi-Fi similar to what they have in public places and
with their home networks. Wi-Fi connectivity across all areas of school campus should be
considered the industry standard for higher education institutions. Without these
improvements, school’s IT departments will continue to hear students' complaints and
concerns about connectivity while reporting poorer technology experiences at their
institution. School’s IT should improve IoT connections to school’s campus networks and
proactively communicate to students, faculty, and staff how increased network security
can affect their login experiences.
4. Expand student awareness of the benefits, expectations, and demands of blended
learning environments. Students should receive consistent and clear information from
multiple school’s sources so that they can make well-informed decisions about the
learning environments that are best suited to their own learning and lives. Expose
students to blended learning early in their college careers and provide faculty who lack
blended learning experience with professional development and opportunities to teach in
these environments.
5. Ensure that commuter students have the tools and information they need to take
advantage of blended and online learning and leverage their institution's technology
to meet their academic needs. Off-campus students should be similarly informed of the
benefits, expectations, and demands of blended or online learning environments.
Ensuring quality networks across all areas of campus will also benefit commuter students
who have poor, fair, or no internet connectivity at home. Institutions can also look to
partner with community resources, such as public libraries in student communities, to
facilitate commuter students' access to reliable Wi-Fi networks.
6. Build collaborative partnerships across campus to increase awareness and better
meet the needs of students with disabilities who require assistive/adaptive

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 technologies. Many students with disabilities choose not to disclose their disabilities for
fear of being stigmatized. Fostering an inclusive mind-set and using language that
communicates "accessibility" instead of "disability" in resources and course materials is
key to opening a productive dialogue with students so that they feel comfortable
requesting the services they need to be successful. Work proactively with disability
services and support the adoption of universal design for learning principles for tech
across campus.
7. Increase the use of student success tools. Student success tools can contribute to
students' academic performance. However, fewer students used student success tools that
aided in academic performance than online tools that aided them in conducting the
business of being students. The benefits of these tools should be communicated early to
students in orientation, during advising meetings, or by advertising these tools via social
media or on institutional websites. In particular, instructors and institutions should be
aware of, have buy-in, use, and consistently communicate the benefits of these tools to
their students to increase their use.

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