Using ICT to transform education

2009

Recent explosion of information and communication technologies (ICTs) in the developed countries offers tremendous opportunities for electronic delivery of course materials for open and distance learners. In spite of some socioeconomic constraints, ICTs are expanding fastly in the developing countries and thus offer a new scope for the promotion of open and distance learning. Bangladesh is recently connected to the information super-highway through submarine cables, which will add a new spin in the expansion of the Internet and other ICTs. More than 10 million mobile phone users throughout the country reflect the real phenomenon of quick acceptance of the modern ICTs by the people. However, the only distance teaching public university, Bangladesh Open University (BOU) is still far behind of using modern ICTs for delivering her course materials to the distance learners. Considering the rapid expansion of computer and internet after 1998s, it is now appropriate time to consider inclusion of some interactive ICTs i.e. e-learning in delivering course materials of BOU and other academic institutes to promote distance education in Bangladesh. In this paper, we discuss the current situation and future prospects of ICTs in Bangladesh for the expansion of open and distance education.

Information and communications technology is as old as man. This is informed by the fact that man since creation has continually created ways and means of communicating with his fellow man. The development of gadgets which handle and transfer information in ways that marvels and was unthought-of in the history of man is as a result of man's quest to create better ways of handling information. The principal stock in trade of education is the transmission or transfer of information from the teacher to the learner. If there is any technological development that has a very great potential for development in education and can improve education quality, expand learning opportunities and make education accessible, it is the development in ICT. Information and communication technology according to Ochoyi and Ukwumonu (2008) has the capacity to produce higher interactive potentials for users to develop individual intellectual and creative ability. It is as a result of the great advantages which ICT offers that Nigerian educational reforms stressed the importance of computer technology in Schools during the 32 nd ministerial council meeting of the National Council on Education in 1987 (FRN,2004). The role of ICT in the advancement of knowledge and skills necessary for the effective functioning of an individual in the modern world is further stressed in the National policy on education. In the bid to integrate ICT into education in Nigeria for effective teaching and learning to take place, internet services in schools tagged school Net Nigeria was launched in September 2001. Thirteen years after the launch, one would expect to see the impact felt in all the secondary schools in Nigeria. Computers are supposed to be provided by the government in all schools whether in urban or rural areas as part of her responsibility in funding and running of schools. These computers are to be connected to the internet for the use of teachers and students in learning. Information and communication technology are information handling tools that are capable of being used to generate process, store and retrieve, distribute and exchange information. When these different tools work together, they combine to form a network which reaches any part of the globe. It has increasingly become the most powerful tool for participating in virtually every global activity such as global market, promoting political accountability, improving the delivery of basic services and enhancing local development opportunities . When ICT is mentioned, computer and internet connection are what readily comes to mind. These two are not the only components of ICT but have actually revolutionized the way we handle and disseminate

2008

Information and Communication Technology (ICT) , 2015

This research is based on advantages and disadvantages of information and communication technology on West Africa economic, and how to reduce the disadvantage rate to 30%. Ever since the introduction of internet many has implemented some algorithms that has enable information easy and fast to access, but in some cases it a treat to job opportunities in West Africa due to poor infrastructure and implementation. In this age of information and communication technology (ICT), the use of the Internet has become the norm. Developing countries like Nigeria are not exempted from this trend. The desire for the Internet stems from its central role in ICT with access to free online journals, magazines, and other information resources anytime and from anywhere for academic and research purposes. An Information and Communication Technology (ICT) policy is an official statement which curses out the objectives, goals; principles, strategies, etc projected to guide and regulate the development, operation and application of ICT. ICT policies must take into account other policies such as education policies, trade and investment policies, foreign policy, monetary policy, transport policy, etc. The need for ICT policies has been recognized by the African administrators and that has been able to create both positive and negative impact on the economic.

European Journal of Business, Economics and Accountancy, 2021

This study examined people's access to Information and Communication Technology (ICT) in rural areas in Kogi State. The specific objective of the study was to examine the access to, ownership and utilization of ICT in the State. Primary data were collected through household survey using structured questionnaire. The structured questionnaire was validated in a departmental seminar where the proposal and draft of the instrument were presented. Multistage sampling method was adopted to select 10 households each from 120 rural communities that were earlier randomly selected from the 21 Local Government Areas (LGAs) of the State. This makes a total sample of 1,200 households used in the survey. The data collected were analyzed through the use of descriptive statistics. The finding of this study was that on the average, 51.4%, 49.1% and 57.2% of rural households in Kogi State have access to, own and utilize at least one form of ICT respectively. The study recommended that Kogi State government, Non-Governmental Organizations and individual philanthropists should establish more ICT training centres and Community Internet Service Centres (CISC) in rural areas. Also, rural dwellers in Kogi State should make themselves available for ICT training.