Olonikawu Samuel

https://doi.org/10.64823/ijepp.2601003

During Corona Virus Disease 2019 (COVID-19) lockdown, citizens were directed to stay in door in other to break the chain of transmission of the pandemic. The only mode of communication available to the outside world during the lockdown is digital communication via telephone, computer, information communication technology (ICT) devices and other multi-media learning technologies and devices. This research’ Impact of multi-media technologies to learning on secondary education during covid-19 lockdown in selected secondary school in FCT, Abuja’ explore challenges militating against using e-learning and m-learning during COVID-19 lockdown by conducting investigative study among the students and teachers to assess their readiness to use of multi-media for teaching and learning by schools during COVID-19 lockdown. This research work is a survey research that used random sampling to obtain data from the sampled population of 225 out of the total study population of 5567 that comprises students and teachers across the nine (9) selected secondary schools with 4 publics and 5 private secondary schools in FCT, Abuja. Findings revealed that e-learning and m-learning were effectively used while m-learning was used by the majority of the students with 81.8% used it for learning. It was concluded that, the challenges that were raised need to be addressed to improve the state of learning via multi-media technologies in both private and public schools. This will in return bridge the gap between current state of things when we compare both the private and public schools in terms of multi-media facilities to deliver online and broadcasting media learning.

ABSTRACT The emergence of Industry and the digital economy has transformed practical skill acquisition in technology education, moving beyond traditional workshops to embrace immersive digital tools. Technologies such as simulations, virtual and augmented reality (VR/AR), CAD/CAM systems, 3D printing, Internet of Things (IoT), and artificial intelligence (AI) now provide safe, flexible, and interactive environments for learners to develop hands-on competencies. These innovations effectively bridge the gap between theoretical learning and industry demands, enhancing student engagement, retention, and technical proficiency. Digital platforms such as Learning Management Systems (LMS), mobile applications, and cloud-based tools support self-paced, accessible learning, particularly benefiting underserved and remote areas. Technology education is recognized as a key driver of national development by equipping individuals with job-ready skills, fostering innovation, and strengthening economic productivity. Global case studies from Singapore, Nigeria, and Finland illustrate varying degrees of digital integration success, often linked to strong policy frameworks and investment. Empirical studies conducted between 2018 and 2024 consistently affirm the positive impact of digital tools on learner performance and creativity. However, challenges in developing countries, such as inadequate infrastructure, limited digital literacy, and unequal access, hinder full implementation. To address these issues, strategic recommendations include investing in teacher training, developing localized content, strengthening public-private partnerships, and formulating supportive national policies. Ultimately, digital technology is no longer an option but a necessity for effective, future-focused technical education that aligns with global industry expectations.