INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) A TOOL FOR

EDUCATIONAL DEVELOPMENT IN NIGERIA

1
Oliweh I. Solomon, 2Dr. (Mrs.) Konyeme Josephine Ese

ifeanyisolomon62@gmail.com, jkonyeme@yahoo.com
Department of Science Education,
University of Delta, Agbor,
Delta State, Nigeria.

Abstract
The study focused on the perceived effects of ICT as a tool for educational development in
Nigerian. Technology has not only improved our business but also contribute immensely to
our learning system. This paper discussed the effects of Information and Communication
Technology (ICT) on Nigerian educational system. It laid emphasis on the Integration of ICT
to all level of education in Nigeria. The benefits of ICT in the revitalization of Nigerian
educational system were seriously examined. It also discussed the effort of the government in
bridging digital divide and provided solutions to problems that may hinder the application of
modern technology into our educational system.

Keywords: ICT, Government, Education and Training

Introduction

Information and communication technology (ICT) in this digital age has become an important
part of the educational institutions all over the world. There is no doubt that information and
communication technology (ICT) provide productive teaching and learning in order to increase
learner’s creative and intellectual resources especially in today’s information society (Ikwuka &
Adigwe, 2016). Jones, (2010) has it that technology travels with people as cited by Ikwuka, &
Adigwe, (2016). Information and communication technology (ICT) can be defined as a diverse
set of electronic technological tools used to create, communicate, store, disseminate and manage
information. Ubaru, (2015) sees it as the combination of technologies for collecting, storing,
processing, communicating and delivering information.
Information and communication technology such as videos, televisions, multimedia and
computer software which combines text, sound and colourful moving images can be used to
provide challenging and authentic context that will engage students in the learning process
(Akude & Ajuzie, 2011).

Researches done by Adamu, (2007); Ibrahim, (2009) and Ikwuka, (2013) explained that
instructional materials are things or devices which in themselves have educational values used to
facilitate teaching and learning, and culminate in the achievement of educational goals and
objectives. This might explain why the National Policy on Education (NPE, 2010) stated that all
schools should be properly equipped with instructional materials for teaching and learning to be
effective.

From the general perspective, ICTs cover any product that stores, retrieves, manipulates,
transmits or receives information’s electronically in a digital format. It consists of hardware,
software, social network media, processing and presentation of information (Mbaeze, Ukwandu
& Anudu, 2010).

The direct connection between ICT and students’ academic achievement has been the focus of
extensive literature during the last two decades. Several studies try to explain the role and value
of technologies on students’ academic performance (Eslamain & Khademi, 2017).

The first body explores the impact of computer uses. Since the internet revolution, there has been
a shift in the literature that focuses more on the impact of online activities such as internet,
educational online platforms, digital devices, blogs and wikis etc (Youssef & Dahmani, 2008).
Carlson, Philip, McNeil, Powell & Win, (2012) conducted a study focusing on the use of
technology with online instruction. Carlson, (2012) explained that when using technology in an
online classroom, teachers must determine the effectiveness of the technology that has been used
to date and how each technology might be used in the future.

As Bagwell, (2008) describe students who are not proficient in using technology will be at a
severe disadvantage in our highly technological society. Therefore, schools need to assist
students in preparing for the future and develop skills that make them competitive in the
workforce. If schools do not guarantee access to technology which may include ICTs or provide
training to learn each form of technology of students’ chances of learning these skills will be
harmed (Bagwell, 2008).

To make learning more meaningful, teachers should select suitable teaching strategies and
provide instructional materials as well as adopt a good teaching method (Ikwuka, 2010).
Therefore, the essence of this study is to examine the impact of the Information and
Communication Technology on Educational Development in Nigeria.

Information and Communication Technology in Education

Nigerian educational system today has found the place of integrating ICT into every stage of
pedagogy in the school system. ICT when applied to education, enhances the delivery and access
to knowledge, improves the breadth and scope of the curriculum, increases learning rates,
encourages critical thinking and offers unlimited means of achieving educational goals (Iloanusi
& Osagwu, 2009). The Federal Ministry of Education, (2010) states the place of ICT in
achieving the national educational goals: The policy provides the needed guidance on what is
expected in the entire process of ICT integration in education to all stakeholders in education. Its
implementation should therefore lead to a speedy transformation of the teaching, learning and
administration of education.

Integration of ICT in all Levels of Education

Nigeria is the most populous nation in sub-Saharan Africa with about 140million people (NPC,
2007), occupying a landmass of about 923,768 square kilometers and with over 274 ethnic
groups making up the federation. The social and economic dimensions of providing education
for the population, within the context of prevailing national circumstances of dwindling financial
and other resources in the face of developments needs are heavy. The ever-continuing growth in
Nigeria’s population, he attendant escalating demand for education at all levels, the faculty of re-
sourcing education through the traditional means of face-to-face classroom bound mode, and the
compelling need to provide education for all irrespective of environmental, social or cultural
circumstances have meant that the country must of necessity find the appropriate and cost
effective means to respond adequately to the huge unmet demand for education (Ajadi, Salawu
and Adeoye, 2008).
Integrating ICT into the Education System
In order to gain access into the school system, Tino, (2002) observed that ICTs can expand
access to education in the following ways:

Anytime, Anywhere:

One defining feature of ICT is the ability to transcend time and space. ICTs make possible a
synchronous learning or learning characterized by a time between the delivery of instruction and
reception by learners. Online materials, for example may be accessed 24hours a day, 7 days a
week.

Access to Remote Learning Resources:

Teachers and learners no longer rely solely on printed books and other materials in physical
media housed in libraries and available in limited quantities for their educational needs due to the
internet and the worldwide web (www) a wealth of learning materials in almost every subject
and in variety of media can now be accessed from anywhere and at anytime of the day with
unlimited number of people.

Improving the Quality of Education and Training:

This is a critical issue, particularly at a set time of educational expansion. ICTs can enhance the
quality of education in several ways: by increasing learners’ motivation and engagement; by
facilitating acquisition of basic skills and by enhancing teacher training (Hadad and Jurich,
2002).

Enhancing teacher Training:

ICTs have also been used to improve access to and quality of teachers’ training. For example, in
China, large scale radio and television based teacher education for many years have been
conducted by China Central Radio and Television University, the Shanghai Radio and TV
University in the country (Carroy, 2002 in Tinic, 2002). With the above advantages, it could be
said that the place of ICT becomes imperative to current trends in the teaching-learning process
in the school system because it offers diverse ways for people to access quality education
conveniently towards achieving national educational objectives.

Government Efforts towards Integration of ICT in Education

Ogedegbe E. A. & Oyaniyi L. O. (2010) listed government efforts towards the integration of ICT
in education to includes:

1. Telecenter: Federal Government has successfully established digital centers in all

secretariats of Local Governments in Nigeria. Each center is equipped with modern state of heart
digital equipment that enables the rural community to be hooked to the internet.

2. Establishment of NCC: Nigeria Government has established a body called Nigeria

Communication Commission which regulates various ICT policies in Nigeria. The body has for
the past 10years regulated service providers in Nigeria to ensure that quality services are
provided for all Nigerians at avoidable price.

3. Establishment of Centre of Excellence for Software Engineering in tertiary

institution. The aim of establishing these centre’s is to enable Nigerians to develop local
software for the use of the masses because of high cost of foreign software available in the
market.
4. The Nigeria National Information Technology Development Agency (NITDA):
Established in 2001 to implement the National Policy on Information Technology has a mobile
unit in a locally made bus that has been converted into mobile training and cyber centre (Ajayi,
2003). Its interior has 10 high-tech workstations all networked and connected to the Internet to
facilitate access to several IT resources. Internet access is provided via a very small aperture
terminal (VSAT) mounted on the roof of the bus.
Conclusion
The benefits of integrating ICT into Nigeria educational system cannot be overemphasized.
These cut across all levels of education. These benefits do not only limit to simplicity,
convenience, portability and mobile learning but also useful in combating the menace of
examination malpractices which are rampart in all levels of our education. Various problems
militating against integration of ICT are identified and possible solutions are suggested.

Recommendation
Having considered the impediment to integration of ICT into Nigerian educational system; the
following recommendations are made to ensure this integration into our educational system:
1. The use of NIGCOMSAT-1 to connect schools to the internet will be of advantage since
it is won by Nigerian Government Agreement, it should be made with major stakeholders like
Microsoft, CISCO, and others to spread the knowledge and usage of ICT including the
production of Nigerian language versions of Microsoft products and other software.
2. Government should endeavor to train teacher-trainer in major fields of ICT networks to
enhance the deployment of Internet services and facilities especially in urban areas.
3. Inclusion of ICT: related subjects should be included in both primary and secondary
schools curriculum to enable early exposure to the use of computer.
4. Government should be interested in providing funds to secondary schools to enable
teachers provide ICT tools for teaching and learning.
5. School administrators should encourage teachers to use relevant ICT materials in the
teaching of students’.

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