Journal of Education Research and Behavioral Sciences Vol. 3(8), pp.

246-258, October, 2014

Available online at http://www.apexjournal.org
ISSN 2315-8735© 2014 Apex Journal International

Review

The Role of Information and Communication

Technology (ICT) in Enhancing the Quality Education of
Ethiopian Universities: A Review of Literature
Birhanu Moges
Adama Science and Technology University, School of Educational Sciences and Technology Education.
E-mail:abirhanumoges@yahoo.com
Accepted 9 October, 2014

Globalization, enhanced by the devices of Information and Communication Technology (ICT) has
greatly challenged the quality education of university. The use of ICT in education lends itself to more
student-centred learning settings and often this creates some tensions for some teachers and students.
But with the world moving rapidly into digital media and information, the role of ICT in education is
becoming more and more important and this importance will continue to grow and develop in the 21st
century. This study discusses the roles of ICT in enhancing quality education. Information
Communication Technologies (ICT) at present are influencing every aspect of human life. They are
playing salient roles in work places, business, education, and entertainment. The paper further
highlights the hindrances associated with the use of ICT in quality education such as insufficient ICT
facilities, epileptic electricity power supply, teachers’ lack of ICT knowledge/skills, difficult to integrate
ICT to instruction, insufficient teacher time, not enough simultaneous access, not enough supervision
staff and lack of technical assistance. The review concludes that regardless of all the limitations
characterizing it, ICT benefits education systems to provide quality education in alignment with
constructivism, which is a contemporary paradigm of learning. The paper then recommend that, the
government of Ethiopia should pass a bill at the national assembly on the use of sophisticated ICT
facilities in the educational system by provision of adequate fund, securing of ICT experts in
institutions and schools and ensuring that these facilities are monitored from time to time.

Key words: Ethiopia, Information and Communication Technology, quality education, universities.

INTRODUCTION

Education is the backbone of a nation. Education is seen which trained teachers use student-centred teaching
as a key for transformation of individual for National approaches in well-managed classrooms and schools
development. A nation is said to be valued when a and skilful assessment to facilitate learning and reduce
sizeable number of the citizens have quality education. disparities; and outcomes that encompass knowledge,
Quality education includes: Learners who are healthy, skills and attitudes, and are linked to national goals for
well-nourished and ready to participate and learn and education and positive participation in society (Daniels,
supported in learning by their families and communities; 2002; UNICEF, 2002).
environments that are healthy, safe, protective and In many countries, demand for university far outstrips
gender-sensitive, and provide adequate resources and supply and Governments and institutions are turning
facilities; content that is reflected in relevant curricula and more and more to the use of ICTs to bridge the access
materials for the acquisition of basic skills, especially in gap. It is too early to say whether the role of ICTs in the
the areas of literacy, numeracy and skills for life, and teaching function of university is truly transformative, or
knowledge in such areas as gender, health, nutrition, whether it is simply a repackaging of previous pedagogy.
HIV/AIDS prevention and peace; processes through ICTs are a potentially powerful tool for extending
 Moges 247

educational opportunities, both formal and non-formal, to ICTs provide many options and choices and many
previously underserved constituencies—scattered and universities are now creating competitive edges for
rural populations, groups traditionally excluded from themselves through the choices they are offering
education due to cultural or social reasons such as ethnic students. These choices extend from when students can
minorities, girls and women, persons with disabilities, and choose to learn to where they learn (Oliver, 2002).
the elderly, as well as all others who for reasons of cost Another way in which emerging ICTs are contributing
or because of time constraints are unable to enroll on significantly on the content of education curricula stems
campus. ICTs make possible asynchronous learning, or from the ways in which ICTs are dominating so much of
learning characterized by a time lag between the delivery contemporary life and work. Already there has emerged a
of instruction and its reception by learners. Effectiveness, need for universities to ensure that graduates are able to
cost, equity, and sustainability are four broad intertwined display appropriate levels of information literacy, “the
issues which must be addressed when considering the capacity to identify and issue and then to identify, locate
overall impact of the use of ICTs in enhancing quality and evaluate relevant information in order to engage with
education. The educational effectiveness of ICTs it or to solve a problem arising from it” (Haddad and
depends on how they are used and for what purpose. Jurich, 2002).
And like any other educational tool or mode of However, Law, Pelgrum and Plomp (2008) opined that,
educational delivery, ICTs do not work for everyone, acquisition of Information and Communication
everywhere in the same way. Technology (ICT) skills include the ability to become
lifelong learners within a context of collaborative inquiry
and the ability to work and learn from experts and peers
Background in a connected global community . According to Webb
and Cox (2004), the introduction of ICT usage, integration
In recent years there has been a groundswell of interest and diffusion has initiated a new age in educational
in how computers and the Internet can best be harnessed methodologies, thus it has radically changed traditional
to improve the efficiency and effectiveness of education method of information delivery and usage patterns in the
at all levels and in both formal and non-formal settings domain as well as offering contemporary learning
(Haddad and Jurich, 2002). If Ethiopia as a Nation needs experience for both instructors and students. For
to improve her quality in education the essentials of developing countries, ICTs have the potential for
Information and Communication Technology (ICT) in her increasing access to and improving the relevance and
educational system needs urgent attention. Educational quality of education (Nwosu and Ugbomo, 2012). Nwosu
systems around the world are under increasing pressure and Ugbomo further stated that, when used
to use the new Information and Communication appropriately, different ICTs helps to expand access to
Technologies (ICTs) (Yuen, Lee, Law and Chan, 2008). education, strengthen the relevance of education to the
Similarly, Nwosu and Ugbomo (2012) opined that, the workplace, and raise educational quality by creating an
field of education has certainly been affected by the active process connected to real life. Information,
penetrating influence of ICT worldwide and in particular Knowledge, and Communication Technology also play
developed countries. ICT has made an impact on the vital role in the growth as well as producing and offering
quality and quantity of teaching, learning and research in goods and services at relatively reduced costs.
the tradition and/or distance education institutions using it
(Kwacha, 2007). The need for re-orient and re-engineer
of its formal education patterns for transformation of its Statement of the Problem
citizens is vital. Nwosu and Ugbomo (2012) assert that,
ICTs greatly facilitate the acquisition and absorption of Smart use of ICTs can process information, create
knowledge, offering developing countries unprecedented knowledge base and make them available wherever and
opportunities to enhance educational systems, improve whenever necessary. But despite having relatively poor
policy formulation and execution, and widen the range of economic condition, Information and Communication
opportunities for business and the poor. UNESCO (2002) Technologies (ICTs) in most cases have tremendous
points out that “this vision of education emphasizes a success in providing services at reduced costs to the
holistic, interdisciplinary approach to developing the people’s door steps. ICTs have the same to do for
knowledge and skills needed for a sustainable future as making the university available to all classes of people
well as changes in values, behaviour, and lifestyles. throughout the country at a lower cost. As a result, on
In the past universities have provided little choice for one hand people will have the access right on university
students in terms of the method and manner in which and on the other hand will gain the necessary knowledge,
programs have been delivered. Students have typically skills, and experiences to serve the nation and prosper
been forced to accept what has been delivered and accordingly.
universities have tended to be quite staid and traditional This current era of globalization, enhanced by ICT
in terms of the delivery of their programs. The uses of innovations, stands to improve the quality of students
 248 J. Educ. Res. Behav. Sci

learning from Ethiopian universities. This is premised on students and between students and their teachers. In
the fact that ICT tools, if well positioned, could help to addition, ICTs enable teachers to transform their teaching
maintain and enhance education quality as new ways of practices by facilitating student-student discussion and
teaching and learning, research and development, and collaboration or by simulating ‘real-world’ problems thus
acquiring and disseminating knowledge are made providing students with authentic learning experiences.
possible. The end result of this would be graduates with
the appropriate knowledge, skills and competencies
needed in the world of work, moving Ethiopia closer to The Concept of Information and Communication
the standards and productivity of the other countries Technology (ICT)
competing in the global economy. This paper examines
the roles ICT facilities might play in enhancing the quality Introducing Information and Compunction Technology
education of Ethiopian universities. (ICT) as a tool to support the education sector has
The purpose of this paper aims to bring together the initiated substantial discussions since the late 1990s. A
findings and key points from a review of significant part of decade ago the emphasis was on Technical and
the available literature associated with ICTs for Education Vocational Education and Training and training teachers.
and ICTs in Education. This review set out to identify and During the last few years, an increasing number of
evaluate relevant strategies in national and international international development agencies have embraced the
research and initiatives related to measuring and potential of ICT to support the education sector.
demonstrating the effective use of ICT for education with ICT is a term used to refer to technologies that are
regard to the teaching learning process; ICT and quality used in creating, accumulating, storing, editing and
and accessibility of education; ICT and learning motive- disseminating of information in various forms. ICT as
tion, ICT and learning environment, and ICT to enhance described by Bandele (2006) is a revolution that involves
the scholastic performance. Hence, the main objectives the use of computers, internet and other telecommu-
of the paper are to evaluate the importance of ICT in nication technology in every aspect of human endeavour.
university education and to analyze the government These include: Internet access, electronic mail, CD-
initiatives for development of ICT in university quality ROMS, telephone, on line databases, library services and
education. fax machines Nwosu and Ugbomo (2012). Webb and
Specifically, the objectives of this study are: Cox (2004) grouped ICT used in education into two
categories namely synchronous and asynchronous
i. To assess the benefits of ICTs in enhancing quality of media. Synchronous media require all participants to be
education. together at the same time even though in different
ii. To investigate the current status of ICT-based location , examples of synchronous are audio graphics,
universities in Ethiopia audio conferencing as in a telephone conference, broad-
iii. To explore the limitations and key challenges of ICTs cast radio and television, teleconferencing, computer
integration to education systems conferencing such as chat and internet telephony .
Asynchronous ICT allow for participants in the learning
Therefore, this review paper discusses the roles of ICTs, process to be at different times and different places,
the promises, limitations and key challenges of examples of asynchronous include audio and video tapes
integration to enhance quality education systems. The CDs, email, computer files transfers, virtual conferences,
review attempts in answering the following questions: multimedia products, offline, web based learning formats.
Teleconferencing is used in both formal and non-formal
1. What are the benefits of ICTs in enhancing quality of learning contexts to facilitate teacher-learner and learner-
education? learner discussions, as well as to access experts and
2. What are the existing promises of ICT use in education other resource persons remotely. In open and distance
systems of Ethiopian universities? learning, teleconferencing is a useful tool for providing
3. What are the limitations and key challenges of ICTs direct instruction and learner support, minimizing learner
integration to education systems? isolation (Tinio, 2002).
Information and Communication Technologies (ICTs)
are referred to as the varied collection of technological
THE ROLE OF INFORMATION AND COMMUNICATION gear and resources which are made use of to commu-
TECHNOLOGY (ICT) IN ENHANCING QUALITY nicate. They are also made use of to generate, distribute,
EDUCATION collect and administer information. ICT is a force that has
changed many aspects of the way we live. Information
In this paper, the researcher is concerned with the way in and Communication Technologies (ICTs) consist of the
which ICTs can play a role in enhancing quality education hardware, software, networks, and media for collection,
at the universities. ICTs open up new ways of accessing storage, processing, transmission and presentation of
information thereby changing the relationships between information (voice, data, text, images), as well as related
 Moges 249

services. ICTs can be divided into two components, ICT Enhancing the Quality and Accessibility of
Information and Communication Infrastructure (ICI) which Education
refers to physical telecommunications systems and
networks (cellular, broadcast, cable, satellite, postal) and The field of education has been affected by ICTs, which
the services that utilize those (Internet, voice, mail, radio, have undoubtedly affected teaching, learning and
and television), and Information Technology (IT) that research (Yusuf, 2005). ICTs have the potential to
refers to the hardware and software of information accelerate, enrich, and deepen skills, to motivate and
collection, storage, processing and presentation. engage students, to help relate school experience to
Information Technology (IT) is concerned with work practices, create economic viability for tomorrow's
managing and processing information using electronics, workers, as well as strengthening teaching and helping
computers and computer software to convert, store, schools change (Yusuf, 2005). In a rapidly changing
protect, process, transmit and retrieve information. The world, basic education is essential for an individual be
advancement from Information Technology (IT) to able to access and apply information. Such ability must
Information and Communication Technology (ICT) was find include ICTs in the global village.
the result of the advent of the Internet, broadband Conventional teaching has emphasized content. For
connections and broad wave transmission energy, many years course have been written around textbooks.
enabling a wider applicability in business, education and Teachers have taught through lectures and presentations
the like (Webb and Cox, 2004). ICTs are used as interspersed with tutorials and learning activities
productivity tools or enrichment resources; this generally designed to consolidate and rehearse the content.
means that they support the traditional teacher-led mode Contemporary settings are now favouring curricula that
of instruction in subject areas such as math, language, promote competency and performance. Curricula are
social studies, or science. starting to emphasize capabilities and to be concerned
Transformative applications of ICTs refer to non- more with how the information will be used than with what
traditional emerging uses where exposure to and the information is. Contemporary ICTs are able to provide
deployment of ICTs fundamentally change the way strong support for all these requirements and there are
education is conceived and delivered to students. ICTs now many outstanding examples of world class settings
are enablers that optimize student-centered pedagogical for competency and performance-based curricula that
methods. They are used to develop broad, generic skills make sound use of the affordances of these technologies
such as problem solving, independent and collaborative (Oliver, 2000). The integration of information and
learning, and communication. They lead to more communication technologies can help revitalize teachers
individualized instruction, less didactic delivery, and an and students. This can help to improve and develop the
emphasis on problem-solving and cooperative learning quality of education by providing curricular support in
situations. Teachers assume the role of facilitators and difficult subject areas. To achieve these objectives,
skills developers. They help the students achieve a teachers need to be involved in collaborative projects and
greater understanding of information by making use of development of intervention change strategies, which
new technologies. would include teaching partnerships with ICT as a tool.
The experience of introducing different ICTs in the According to Zhao and Cziko (2001) three conditions are
classroom and other educational settings for universities necessary for teachers to introduce ICT into their
all over the world over the past several decades suggests classrooms: teachers should believe in the effectiveness
that the full realization of the potential educational of technology, teachers should believe that the use of
benefits of ICTs is not automatic. The effective integration technology will not cause any disturbances, and finally
of ICTs into the educational system is a complex, teachers should believe that they have control over
multifaceted process that involves not just technology technology. However, research studies show that most
indeed, given enough initial capital, getting the teachers do not make use of the potential of ICT to
technology is the easiest part – but also curriculum and contribute to the quality of learning environments,
pedagogy, institutional readiness, teacher competencies, although they value this potential quite significantly
and long-term financing, among others. Knowledge, skills (Smeets, 2005). Varma (2008) conducted case studies in
and competencies have quickly become economic three primary and three secondary schools, which
commodities and there is consequently legitimate focused on innovative pedagogical practices involving
pressure on national systems to enter and thrive in the ICT. Varma (2008) concludes that the benefits of ICT will
competitive global market where knowledge is central to be gained “…when confident teachers are willing to
success. There is thus the urgent need for sustainable explore new opportunities for changing their classroom
quality education in Ethiopia universities powered by ICT practices by using ICT. As a consequence, the use of ICT
tools. Such procedures would bring Ethiopian universities will not only enhance learning environments but also
and students on par with others and ensure that the prepare next generation for future lives and careers
globally accepted Millennium Development Goal is better (Wheeler, 2001). Changed pool of teachers will come
maintained. changed responsibilities and skill sets for future teaching
 250 J. Educ. Res. Behav. Sci

involving high levels of ICT and the need for more and other materials in physical media housed in libraries
facilitative than didactic teaching roles (Littlejohn et al., and available in limited quantities for their educational
2002). needs. With the Internet and the World Wide Web, a
According to Varma (2008), the flexibilization time- wealth of learning materials in almost every subject and
space accounted for by the integration of ICT into in a variety of media can now be accessed from
teaching and learning processes contributes to increase anywhere at any time of the day and by an unlimited
the interaction and reception of information. Such number of people. This is particularly significant for many
possibilities suggest changes in the communication universities in developing countries that have limited and
models and the teaching and learning methods used by outdated library resources. ICTs also facilitate access to
teachers, giving way to new scenarios which favour both resource persons- mentors, experts, researchers,
individual and collaborative learning”. The use of ICT in professionals, business leaders and peers all over the
educational settings, by itself acts as a catalyst for world.
change in this domain. ICTs by their very nature are tools
that encourage and support independent learning. Improving the quality of education and training is a
Students using ICTs for learning purposes become critical issue, particularly at a time of educational
immersed in the process of learning and as more and expansion: ICTs can enhance the quality of education in
more students use computers as information sources and several ways; by increasing learner motivation and
cognitive tools (Cross and Adam, 2007), the influence of engagement, by facilitating the acquisition of basic skills,
the technology on supporting how students learn will and by enhancing teacher training (Haddad and Draxier,
continue to increase. In the past, the conventional 2002). ICTs are also transformational tools which, when
process of teaching has revolved around teachers used appropriately, can promote the shift to a learner-
planning and leading students through a series of centred environment.
instructional sequences to achieve a desired learning
outcome. Learning approaches using contemporary ICTs Motivating to learn: ICTs such as videos, television and
provide many opportunities for constructivist learning multimedia computer software that combine text, sound
through their provision and support for resource-based, and colourful moving images can be used to provide
student centered settings and by enabling learning to be challenging and authentic content that will engage the
related to context and to practice (Haddad and Draxier, student in the learning process. Interactive radio likewise
2002). As mentioned previously, any use of ICT in makes use of sound effects, songs, dramatizations,
learning settings can act to support various aspects of comic skits, and other performance conventions to
knowledge construction and as more and more students compel the students to listen and become involved in the
employ ICTs in their learning processes, the more lessons being delivered. More so than any other type of
pronounced the impact of this will become. Teachers ICT, net- worked computers with Internet connectivity can
generate meaningful and engaging learning experiences increase learner motivation as it combines the media
for their students, strategically using ICT to enhance richness and interactivity of other ICTs with the
learning. Students enjoy learning, and the independent opportunity to connect with real people and to participate
enquiry which innovative and appropriate use of ICT can in real world events.
foster. They begin to acquire the important 21st century
skills which they will need in their future lives. Enhancing teacher training: ICTs have also been used
The major teaching and learning challenges facing in to improve access to and the quality of teacher training.
university revolve around student diversity, which Integrating ICT in teaching and learning is high on the
includes, amongst others, diversity in students’ academic educational reform agenda. Often ICT is seen as
preparedness, language and schooling background. indispensable tool to fully participate in the knowledge
Education is perhaps the most strategic area of inter- society. ICTs need to be seen as “an essential aspect of
vention for the empowerment of human in any society teaching’s cultural toolkit in the twenty-first century,
and the use of Information and Communication affording new and transformative models of development
Technologies (ICTs) as an educational tool in the promotion that extend the nature and reach of teacher learning
of human’s advancement has immense potential. The wherever it takes place” (Chandra and Patkar, 2007). For
application of ICTs as a tool for effective enhancement of developing countries like Ethiopia, ICT can moreover be
learning, teaching and education management covers the seen as a way to merge into a globalizing world. It is
entire spectrum of education from early childhood assumed that ICT brings revolutionary change in
development, primary, secondary, tertiary, basic teaching methodologies. The innovation lies not per se in
education and further education and training. the introduction and use of ICT, but in its role as a
Tinio (2002) further noted that ICT can expand access contributor towards a student-centered form of teaching
to education in the following ways: and learning.

Access to remote learning resources: Teachers and ICT increases the flexibility of delivery of education so
students no longer have to rely solely on printed books that learners can access knowledge anytime and from
 Moges 251

anywhere. It can influence the way students are taught software, that merges sound, transcripts and multicolored
and how they learn as now the processes are learner moving imagery, can be made use of so as to make
driven and not by teachers. This in turn would better available stimulating, thought provoking and reliable
prepare the learners for lifelong learning as well as to content that will keep the student interested in the
improve the quality of learning. In concert with learning process. The radio on the other hand through its
geographical flexibility, technology-facilitated educational interactive programs utilizes songs, sound effects,
programs also remove many of the temporal constraints adaptations, satirical comedies and supplementary
that face learners with special needs (Cholin, 2005). collections of performances so as to induce the students
Students are starting to appreciate the capability to to listen and get drawn in to the training that is being
undertake education anywhere, anytime and anyplace. provided.
One of the most vital contributions of ICT in the field of ICT according to a number of commentators, enhance
education is- Easy Access to Learning. With the help of teaching, learning, and research, both from the
ICT, students can now browse through e-books, sample constructivist and instructivist theories of learning. Behind
examination papers, previous year papers etc. and can this increasing faith in the role of technology in higher
also have an easy access to resource persons, mentors, education however, lies implied acceptance of technology
experts, researchers, professionals, and peers-all over by various commentators, either as neutral and
the world. This flexibility has heightened the availability of autonomous, neutral and human controlled, autonomous
just-in-time learning and provided learning opportunities and value laden, or human controlled and value laden.
for many more learners who previously were constrained The main objective of the United Nations Educational,
by other commitments (Young, 2002). Wider availability Scientific and Cultural Organization (UNESCO, 2009) is
of best practices and best course material in education, to contribute to peace and security in the world by
which can be shared by means of ICT, can foster better promoting collaboration among nations through
teaching. As well as learning at anytime, teachers are education, science, culture and communication in order
also finding the capabilities of teaching at any time to be to foster universal respect for justice, the rule of law, and
opportunistic and able to be used to advantage (Young, the human rights and fundamental freedoms that are
2002). Thus, ICT enabled education will ultimately lead to affirmed for the peoples of the world, without distinction of
the democratization of education. Especially in race, sex, language or religion, by the Charter of the
developing countries like Ethiopia, effective use of ICT for United Nations. UNESCO’s principles on ICT in
the purpose of education has the potential to bridge the education can be summarized as follows:
digital divide.
The Information and Communication Technology (ICT) i. Old and new technologies need to be used in a
curriculum provides a broad perspective on the nature of balanced way. On-the-air and off-the air radio/radio-
technology, how to use and apply a variety of cassette, television and offline video-assisted
technologies, and the impact of ICT on self and society. technologies are still considered valid and cost-effective
Technology is about the ways things are done; the modes of education delivery, as important as more
processes, tools and techniques that alter human activity. interactive computer/Internet-based virtual education or
ICT is about the new ways in which people can online distance learning.
communicate, inquire, make decisions and solve ii. Meeting the international education goals by 2015 will
problems. It is the processes, tools and techniques for: require huge investments in teacher training institutions.
iii. The demand for higher education cannot be met in
i. Gathering and identifying information both the developed and developing world without use of
ii. Classifying and organizing ICT, distance or virtual modes of learning.
iii. Summarizing and synthesizing iv. Vocational training needs cannot be met without virtual
iv. Analyzing and evaluating classes, virtual laboratories, etc.
v. Speculating and predicting v. Educational goals cannot be met without gender
sensitivity. Wherever possible, the proposed indicators
Enhancing and upgrading the quality of education and will address the need to measure the gender gap.
instruction is a vital concern, predominantly at the time of
the spreading out and development of education. ICTs
can improve the quality of education in a number of ways: The Benefits of ICT in Enhancing Quality Education
By augmenting student enthusiasm and commitment, by
making possible the acquirement of fundamental skills Tools are now available on the Internet to assist both
and by improving teacher training. ICTs are also tools teachers and students to manage writing assignments to
which enable and bring about transformation which, when detect and avoid the pitfalls of plagiarism and copyright
used properly, can encourage the shift an environment violations. One of the great benefits of ICTs in teaching is
which is learner-centered. ICTs which can be in the form that they can improve the quality and the quantity of
of videos, television and also computer multimedia educational provision. For this to happen however, they
 252 J. Educ. Res. Behav. Sci

must be used appropriately. While using ICTs in teaching educational technologies, ICT-enhanced learning
has some obvious benefits, ICTs also bring challenges. recognizes that there are many different learning
First is the high cost of acquiring, installing, operating, pathways and many different articulations of knowledge.
maintaining and replacing ICTs. While potentially of great ICTs allow learners to explore and discover rather than
importance, the integration of ICTs into teaching is still in merely listen and remember.
its infancy.
There are numerous benefits derived from the use of
ICT tool in enhancing quality ICT education such as the Challenges that Hinder ICT in Quality Education
ability for learner to choose when to learn irrespective of
geographical location without stress. Secondly, ICT also However, investment in ICTs has been controversial. The
enable learners to discover and explore new ideas or educational system is fraught with problems and
innovations from experts around the global world through universities typical of the Third World. Chandra and
the use of the common ICT available facilities. Thirdly, Patkar (2007) in his paper identified some problems
the existence of ICT into education system, will enable related to ICT-based education: technology and moral
delivery of teachers to students, monitoring of learner issues, affordability, technological imperialism, socialisa-
progress and assessment can be done timely. However, tion and humanisation of technology, appropriateness
Nwosu and Ugbomo (2012) listed the following as the and acceptability. Opportunities offered by ICT-based
benefits derived from the use of ICT in education: education may not be beneficial to all learners in
countries with different socio-economic, political and
Active learning: ICT-enhanced learning mobilizes tools cultural environments. The availability of knowledge
for examination, calculation and analysis of information, through technology may cause serious maladjustment to
thus providing a platform for student inquiry, analysis and the people of many developing countries. The cost of
construction of new information. Learners therefore learn establishing and maintaining the program economically,
as they do and, whenever appropriate, work on real-life culturally, socially or politically must be affordable as
problems in-depth, making learning less abstract and globalised system of education. Any replacement or
more relevant to the learner’s life situation. In this way, reformation of the use of technology in developing
and in contrast to memorization-based or rote learning, countries needs to be harmonised socially, culturally,
ICT enhanced learning promotes increased learner economically. Each technology has its own strengths and
engagement. ICT-enhanced learning is also “just-in-time” weaknesses. One medium may serve a teaching function
learning in which learners can choose what to learn when better than another in a particular area and culture and
they need to learn it. learners may have different preferences for the
technology to best learn with. The socio-economic and
Collaborative learning: ICT-supported learning cultural background of a person influences their ability to
encourages interaction and cooperation among students, learn from different media technology. Use of new
teachers, and experts regardless of where they are. Apart communication technologies requires trained manpower
from modeling real-world interactions, ICT-supported to design, develop, produce and deliver educational
learning provides learners the opportunity to work with material. Few developing countries have adequately
people from different cultures, thereby helping to trained human resources for these specialised jobs.
enhance learners’ teaming and communicative skills as Among the targeted people they are habituated in a way
well as their global awareness. It models learning done that providing of education should be done in
throughout the learner’s lifetime by expanding the conventional mode because in some places still people
learning space to include not just peers but also mentors don’t have the access to power.
and experts from different fields. The challenge faced in use of ICT is that in many
developing nations the basic requirement of electricity
Creative Learning: ICT-supported learning promotes the and telephone networks is not available as required. Also
manipulation of existing information and the creation of many universities do not have proper rooms or buildings
real-world products rather than the regurgitation of so as to accommodate the technology. Another challenge
received information. is that the teachers need to develop their own capacity so
as to efficiently make use of the different ICTs in different
Integrative learning: ICT-enhanced learning promotes a situations. The four most common mistakes in introducing
thematic, integrative approach to teaching and learning. ICTs into teaching-learning are: (a) installing learning
This approach eliminates the artificial separation between technology without reviewing student needs and content
the different disciplines and between theory and practice availability; (b) imposing technological systems from the
that characterizes the traditional classroom approach. top down without involving teachers and students; (c)
using inappropriate content from other regions of the
Evaluative learning: ICT-enhanced learning is student- world without customizing it appropriately; and (d)
directed and diagnostic. Unlike static, text- or print-based producing low quality content that has poor instructional
 Moges 253

design and is not adapted to the technology in use. Unless other simultaneous innovations in pedagogy,
The hindrances affecting ICT in quality education are curriculum, assessment, and school organization are
numerous but some include issues such as: coupled to the usage of instructional technology, the
time and effort expended on implementing these
i. Insufficient ICT facilities and unsophisticated devices produces few improvements in educational
accessories outcomes – and reinforces many educators’
ii. Epileptic electricity power supply cynicism about fads based on magical machines.
Insufficient ICT facilities and unsophisticated The researcher infers from Cross and Adam that there
accessories: In Ethiopia, most ICT facilities are not are several inter-related factors that influence
sufficient to enhance quality education to learners and improvements in educational outcomes. Thus together,
teachers, even where it exist there are not sophisticated pedagogy, curriculum, assessment and organization
enough to stand the taste of time like the ones acquired contribute to bringing about improvements in the
in developed countries. Nwosu and Ugbomo (2012) educational process. Although educational technology is
stated that, Problems of quality and lack of resources are not the panacea for educational challenges, it does
compounded by the new realities faced by universities leverage and extend traditional teaching and learning
battle to cope with every increasing student’s numbers. activities in certain circumstances and hence has the
Epileptic electricity power supply: In Ethiopia, potential to impact on learning outcomes. While, Knapper
electricity power supply is irregular this affect most of the (2001:94) argues that:
ICT operations in her universities and at homes thus
causing frequent damages of the existing ICT equipment […] technology may be a good solution for some
which hinder ICT uses in enhancing quality education. instructional problems, and in some cases it may be
According to Chandra and Patkar (2007) all ICT equip- a partial solution. But in other instances technology
ment, infrastructure and terminals depend on electricity to does little to address the fundamental teaching and
energize, unless this vital source is always available and learning issue or – even worse – provides a glitzy
reliable, Ethiopians will not be able to fully enjoy the but inappropriate solution to a problem that has
benefits that the digital revolution offers and that simply been misconstrued.
overcoming the energy crises is a major pre-requisite for
Ethiopia to achieve its Vision of national transformation. The trick is to identify situations where educational
technology will be appropriate and when and how to use
However, others scholars listed the following as educational technology in these situations. There are
hindrances to ICT in quality education; Kwacha (2007) times where technology may not be useful and may
noted that, the most common problems associated with indeed be counter-productive. However, there are many
the effective implementation of ICT are lack of qualified times when educational technology offers a solution for
ICT personnel, cost of equipment, management attitudes, problems that would be difficult, cumbersome or
inconsistent electric power supply, inadequate telephone impossible to resolve in a face-to-face environment.
lines, particularly in rural areas and non inclusion of ICT Numerous manuals, websites and articles have been
programmes in teacher’s training curricula and at the devoted to suggesting, explaining and modelling the
basic levels of education. Pelgrum (2001) stated that, ways that educational technology can be used to support
obstacles for ICT implementation include the following: teaching and learning. The researcher agrees with
Insufficient number of computers, teachers’ lack of ICT Czerniewicz, Ravjee and Mlitwa (2005) that it is important
knowledge/skills, difficult to integrate ICT to instruction, that educational technology-based resources be
scheduling computer time, insufficient peripherals, not appropriately matched to both teaching and learning
enough copies of software, insufficient teacher time, not activities. Czerniewicz et al. (2005) usefully explains how
enough simultaneous access, not enough supervision educational technology can be integrated into the
staff and lack of technical assistance. In addition, Lewis curriculum. Czerniewicz et al. guidelines are useful in that
and Smith (2002) summarized these barriers as limited they provide a framework which relates ICT-based
equipment, inadequate skills, minimal support, time resources to particular teaching and learning activities.
constraints and the teacher’s own lack of interest or The guidelines therefore suggest particular uses of ICT
knowledge about computer. for particular teaching and learning situations. The
Since the teaching and learning challenges are multi- effectiveness of ICTs for teaching and learning, however,
faceted, multi-pronged approaches are needed in order is largely dependent on how much the context is
to attempt to solve some of these problems. Cross and understood.
Adam (2007) postulates:
ICT Enhancing Learning Environment
[…] information technology is a cost-effective
investment only in the context of a systemic reform. ICT presents an entirely new learning environment for
 254 J. Educ. Res. Behav. Sci

students, thus requiring a different skill set to be better results. The ICT environment has been developed
successful. Critical thinking, research, and evaluation by using different software and also the extended
skills are growing in importance as students have experience in developing web based and multimedia
increasing volumes of information from a variety of materials. ICTs have an important role to play in
sources to sort through (Haddad and Draxier, 2002). ICT changing and modernizing educational systems and
is changing processes of teaching and learning by adding ways of learning.
elements of vitality to learning environments including
virtual environments for the purpose. ICT is a potentially
powerful tool for offering educational opportunities. It is ICT Enhancing Learning Motivation
difficult and maybe even impossible to imagine future
learning environments that are not supported, in one way ICTs can enhance the quality of education in several
or another, by Information and Communication ways, by increasing learner motivation and engagement,
Technologies (ICT). by facilitating the acquisition of basic skills, and by
When looking at the current widespread diffusion and enhancing teacher training. ICTs are also transforma-
use of ICT in modern societies, especially by the young tional tools which, when used appropriately, can promote
the so-called digital generation then it should be clear the shift to a student-centered environment. ICTs,
that ICT will affect the complete learning process today especially computers and Internet technologies, enable
and in the future. Authenticity is an important issue which new ways of teaching and learning rather than simply
should be addressed in the design and development of allow teachers and students to do what they have done
learning environments (Cholin, 2005). Learning environ- before in a better way. ICT has an impact not only on
ments need to reflect the potential uses of knowledge what students should learn, but it also plays a major role
that pupils are expected to master, in order to prevent the on how the students should learn. Along with a shift of
acquired knowledge from becoming inert (Chandra and curricula from “content-centered” to “competence-based”,
Patkar, 2007). In addition, teachers should stimulate the mode of curricula delivery has now shifted from
pupils to engage in active knowledge construction. This “teacher centered” forms of delivery to “student-centered”
calls for open-ended learning environments instead of forms of delivery. ICT provides- Motivation to Learn. ICTs
learning environments which focus on a mere such as videos, television and multimedia computer
transmission of facts (Cholin, 2005). ICT may contribute software that combine text, sound, and colourful moving
to creating powerful learning environments in numerous images can be used to provide challenging and authentic
ways. content that will engage the student in the learning
ICT provides opportunities to access an abundance of process. Interactive radio likewise makes use of sound
information using multiple information resources and effects, songs, dramatizations, comic skits, and other
viewing information from multiple perspectives, thus performance conventions to compel the students to listen
fostering the authenticity of learning environments. ICT and become more involved in the lessons being
may also make complex processes easier to understand delivered.
through simulations that, again, contribute to authentic ICT changes the characteristics of problems and
learning environments. Thus, ICT may function as a learning tasks, and hence play an important task as
facilitator of active learning and higher-order thinking mediator of cognitive development, enhancing the
(Law, Pelgrum and Plomp, 2008). The use of ICT may acquisition of generic cognitive competencies as
foster co-operative learning and reflection about the essential for life in our knowledge society. Students using
content (Nwosu and Ugbomo, 2012). Furthermore, ICT ICTs for learning purposes become immersed in the
may serve as a tool to curriculum differentiation, process of learning and as more and more students use
providing opportunities for adapting the learning content computers as information sources and cognitive tools
and tasks to the needs and capabilities of each individual (Law, Pelgrum and Plomp, 2008), the influence of the
pupil and by providing tailored feedback (Bottino, 2003). technology on supporting how students learn will
As Czerniewicz et al. (2005) point out, ICT may fit into a continue to increase. Learning approaches using
spectrum of instructional approaches, varying from contemporary ICTs provide many opportunities for
traditional to innovative. Another aspect which may of constructivist learning through their provision and support
course influence the use of ICT is access to technology for resource-based, student centered settings and by
(Kennewell, Parkinson, and Tanner, 2000). This refers enabling learning to be related to context and to practice
not only to the number of computers, but also to the (Kennewell, Parkinson, and Tanner, 2000). The teachers
placement of the equipment, e.g. in the classroom or in a could make their lecture more attractive and lively by
computer room. Kennewell et al. (2000) feel it is essential using multi-media and on the other hand the students
that computers be placed in the classroom, in order to were able to capture the lessons taught to them easily.
maximize the opportunities for curriculum activity. ICT As they found the class very interesting, the teachings
environment improves the experience of the students and also retained in their mind for a longer span which
teachers and to use intensively the learning time for supported them during the time of examination. More so
 Moges 255

than any other type of ICT, networked computers with positive, the correlation becomes small and insignificant
Internet connectivity can increase learner motivation as it when other student environment characteristics are taken
combines the media richness and interactivity of other into consideration. Becker (2000) found that ICT
ICTs with the opportunity to connect with real people and increases student engagement, which leads to an
to participate in real world events. ICT-enhanced learning increased amount of time students spend working outside
is student-directed and diagnostic. Unlike static, text- or class. Coates et al. (2004) showed that students in on-
print-based educational technologies, ICT-enhanced campus courses usually score better than their online
learning recognizes that there are many different learning counterparts, but this difference is not significant here.
pathways and many different articulations of knowledge. ICTs especially computers and Internet technologies
ICTs allow learners to explore and discover rather than enable new ways of teaching and learning rather than
merely listen and remember. The World Wide Web simply allow teachers and students to do what they have
(WWW) also provides a virtual international gallery for done before in a better way.
students’ work (Loveless, 2003). ICT can engage and
inspire students, and this has been cited as a factor
influencing ready adaptors of ICT (Daniels, 2002; CONCLUSIONS AND RECOMMENDATIONS
Windschitl, 2002).
In order to conclude, the researcher had try to proceed to
synthesize from a general viewpoint the results obtained,
ICT Enhancing the Scholastic Performance taking into consideration the relevant aspects of the
literature. The results provided by analysis of the
Based on the extensive usage of ICTs in education the literature obtained were exposed especially regarding
need appeared to unravel the myth that surrounds the those aspects which are related to ICTs for Education
use of Information and Communication Technology (ICT) and ICTs in enhancing quality education at universities.
as an aid to teaching and learning, and the impact it has ICTs for quality education refer to the development of
on students’ academic performance. ICTs are said to information and communications technology specifically
help expand access to education, strengthen the for teaching-learning purposes, while the ICTs in
relevance of education to the increasingly digital education involve the adoption of general components of
workplace, and raise educational quality. However, the information and communication technologies in the
experience of introducing different ICTs in the classroom teaching learning process.
and other educational settings all over the world over the
past several decades suggests that the full realization of
the potential educational benefits of ICT. The direct link Conclusions
between ICT use and students’ academic performance
has been the focus of extensive literature during the last This literature review has sought to explore the role of
two decades. ICT helps students to their learning by ICT in enhancing quality education at university as we
improving the communication between them and the progress into the 21st century. In particular ICTs have
instructors (Flecknoe, 2002; Sharma, 2003). impacted on educational practice in education to date in
The analysis of the effects of the methodological and quite small ways but that the impact will grow
technological innovations on the students’ attitude considerably in years to come and that ICT will become a
towards the learning process and on students’ strong agent for change among many educational
performance seems to be evolving towards a consensus, practices. Extrapolating current activities and practices,
according to which an appropriate use of digital the continued use and development of ICTs within
technologies in education can have significant positive education will have a strong impact on: ICT and teaching-
effects both on students’ attitude and their achievement. learning process; quality and accessibility of education;
Research has shown that the appropriate use of ICTs learning motivation, learning environment and ICT usage
can catalyze the paradigmatic shift in both content and and academic performance
pedagogy that is at the heart of education reform in the As move into the 21st century, many factors are
21st century. Kozma’s (2005) meta-analysis study bringing strong forces to bear on the adoption of ICTs in
revealed that, on average, students who used ICT-based education and contemporary trends suggest will soon see
instruction scored higher than students without large scale changes in the way education is planned and
computers. The students also learned more in less time delivered as a consequence of the opportunities and
and liked their classes more when ICT-based instruction affordances of ICT. It is believed that the use of ICT in
was included. Fuchs and Woessman (2004) used education can increase access to learning opportunities.
international data from the Programme for International It can help to enhance the quality of education with
Student Assessment (PISA), they showed that while the advanced teaching methods, improve learning outcomes
bivariate correlation between the availability of ICT and and enable reform or better management of education
students’ performance is strongly and significantly systems. Extrapolating current activities and practices,
 256 J. Educ. Res. Behav. Sci

the continued use and development of ICTs within students, as it imposes great difficulties on them in the
education will have a strong impact on: What is learned, understanding of concepts and how to relate the topics
how it is learned, when and where learning takes place, being studied with real applications. The findings showed
and who is learning and who is teaching. The continued that students prefer the flexibility in the learning process
and increased use of ICTs in education in years to come, through ICT-based education.
will serve to increase the temporal and geographical In areas with a continuous change of technological
opportunities that are currently experienced. The content, as with information and communication
integration of ICTs in university is inevitable. The very technologies, the problem is the difficulty in selecting and
high demand for university has stimulated significant organizing the knowledge to be taught. In terms of
growth in both private and public provision. ICTs in the technical support, experts, and course materials ICT-
form of Management Information Systems are based education system is expected to enhance its
increasingly universal. The strength of computers in capability to satisfy the user groups. On the one hand,
teaching is their power to manipulate words and symbols- new knowledge has to be added to the curriculum
which is at the heart of the academic endeavour. The use constantly, and at the same time any other knowledge
of ICT creates an open environment which enables the becomes obsolete. On the other hand, content has to be
storage and the reuse of information materials as also it organized and ordered, relating every concept to others,
enables the interface among the teachers as well as which is not a trivial task because of their number and
students. Apart from having enabling telecommunications how often they change.
and ICT policies, governments and universities will need The ICT-based education system is a holistic approach
to develop strategies for effective ICT and media where a very high level of integrity and moral standard is
deployment and sustainability. required by instructors, ICTs experts, students and other
The adoption and use of ICTs in education have a stakeholders. To be effective everyone concerned with
positive impact on teaching, learning and research. ICT the process has to upgrade themselves continuously to
can affect the delivery of education and enable wider keep pace with the ever changing environment. Just
access to the same. In addition, it will increase flexibility copying strategies from advanced world will not serve the
so that students can access the education regardless of purpose of harnessing university. While implementing
time and geographical barriers. It can influence the way ICT-based education program we have to consider
students are taught and how they learn. It would provide indigenous factors that affect the effectiveness of the
the rich environment and motivation for teaching-learning operation.
process which seems to have a profound impact on the
process of learning in education by offering new
possibilities for students and teachers. These possibilities RECOMMENDATIONS
can have an impact on student performance and
achievement. Similarly wider availability of best practices The ICT enhancement of quality education among
and best course material in education, which can be Ethiopian universities requires that the following
shared by means of ICT, can foster better teaching and recommendations first be implemented:
improved academic achievement of students. The overall
literature suggests that successful ICT integration in 1. The current ICT policy framework must be reviewed to
education. reposition it to function as a necessary tool for the
It is imperative and equally inevitable to say that quality development of universities. The focal point of this
ICT tools are a prerequisite to quality ICT education. revised policy should be the availability, acceptability and
Therefore quality ICT facilities should be made available, accessibility of ICT facilities in the management of
accessible and equally made easy for teachers and university education.
students to obtain in order to have quality ICT education 2. The adoption of ICT international standards and its
in Ethiopian universities. It is nice to say that ICT is a tool inclusion in the Ethiopian education system. Continuous
that enhances quality education for transformation of training and retraining of teachers, others supporting staff
individual which in turn help, to boast national economy. and academia on computers and ICT skill acquisition
Therefore, issues and challenges of ICTs in education should be provided.
should be given urgent/adequate attention in the national 3. A regular supply of power must be made available to
assembly and bill should be passed on the effective use all universities irrespective of their locations. Optimal
of sophisticated ICT gadgets with ICT experts monitoring gains cannot be achieved in the use of ICT tools where
these equipments. These sophisticated ICT gadgets the power supply is sporadic at best.
could stand in test of time be equipment tested and 4. Development and training of ICT experts, specifically
trusted for durability and reliability provided electricity for instruction design and development, who will work in
supply is stable and not erratic. partnership with educators and teachers should assigned
The rigid use of textbook material and its high com- by university.
plexity and great diversity of content does not motivate 5. The private sector and multinationals within the country
 Moges 257

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