Tacit To Digital In Polytechnics: Philosophical Perspectives On The Acquisition Of Technical Knowledge Through Education Technology
Sanusi, Aderibigbe Maroof
Directorate of General Studies, Osun State Polytechnic, Iree, Nigeria,
Keywords: EdTech integration, Tacit knowledge, Phenomenology, Pragmatism, Technical education
Abstract
This paper discusses the role of Educational Technology (EdTech) integration in polytechnics in Nigeria and how it influences the acquisition of technical knowledge by means of digital mediation of tacit knowledge obtained by traditional means-hands-on training. The study was based on phenomenological and pragmatic models, whereby a descriptive correlational design was applied on 450 final-year students across three polytechnics in Osun State. The EdTech Experience and Integration Questionnaire (EEIQ) was used to collect data, and the Pearson correlation and multiple regression were used to analyze the data. Findings indicate that the lived experiences of EdTech and technical knowledge acquisition among students are strongly positively correlated (r =.63, p <.05). Technical competency was also explained by EdTech experience and institutional integration (R2 =.53, p <.05). The research concludes by finding that tacit knowledge can be successfully digitalized provided that the emphasis is put on the experiential aspects. Some of the recommendations that have been made are investment in discipline-specific EdTech tools, unremitting lecturer professional development, and integrating EdTech standards into accreditation requirements.
References
Ajibade, O., & Amodu, A. (2022). Curriculum delivery and technological adoption in the Nigerian TVET institutions. Nigerian Journal of Technical Education, 14(2) 45-59.
Chibugo, O. D., & Adanma, A. K. (2023). The use of the emerging technologies in teaching and learning in the Nigerian polytechniques. Unizik Journal of Business Education and Entrepreneurship, 7(1), 112126.
Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
Eraut, M. (2019). Tacit knowledge and professional learning. Educational Research Review, 28, 100112.
Merleau-Ponty, M. (1962). Phenomenology of perception. London: Routledge.
Okorie, N. C., & Eze, T. I. (2021). The use of digital learning tools and student interaction in the Nigerian TVET institutions. Journal of Vocational Education Studies, 9(1) 23-38.
Polanyi, M. (1966). The tacit dimension. London: Routledge.
Taber, K.S. (2018). Application Cronbach Alpha in the formation and presentations of research instruments in science education. Res Sci Educ, 48, 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
UNESCO. (2021). Online transformation of technical and vocational education and training. Paris: UNESCO.
Yusuf, M. O., & Afolayan, A. O. (2020). The use of information technology and the educational outcomes of students in higher education institutions in Nigeria. African Journal of Educational Technology, 10(2), pp. 1-14.