PROBLEMS AND PROSPECTS OF ICT UTILIZATION IN SOME SELECTED

SECONDARY SCHOOL

INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The use of information and communication technology (ICT) is becoming an integral part
of education in many parts of the globe (Sala, 2004; Kuntoro & Al-Hawamdeh, 2003). Nigeria is
not left behind as ICT gradually finds its way into the educational systems (Ajayi, N.D.; Darkwa
& Mazibuko, 2000) despite chronic limitations brought about by economic disadvantages
(Adesola, 1991). Fundamentally, education is a discipline like any other; it is a branch of human
knowledge, which is basically concerned with getting the young in the society prepared when
they come of age (Ezewu 1983) According to Gbamanja, (1989), education is a process, which
seeks to change the behavior of a learner. Overall, behaviorist view education as the process of
changing the behavioral patterns of people. Behavior in this sense refers to the way we change
the learner, his or her thinking, his or her feelings and his or her overt actions (Hergenhahn &
Olson, 1997).
Thus, education is the process by which society deliberately transmits its cultural heritage
through schools, colleges, universities and other institutions (Gbemanja, 1989). In order to
achieve the above-mentioned purposes in education, information and communication technology
(ICT) one could argue is an essential ingredient that could help bring these gains and benefits to
the fore. Realistically, several researchers and commentators in the developed West admitted that
problems abound in educational systems that ICT could help improve (Leidner & Jarvenpaa,
1993). In the same vein, similar problems would be expected in the educational sector of many
developing countries ( Adesola, 1991; Anyamele, 2004). However, the Republic of South
African is adept at integrating ICT for national development and even within their educational
sectors than other countries in Sub-Saharan Africa, including Nigeria.
` Some teachers in Nigerian secondary schools find it very difficult to effectively tally their
ICT instructional materials such as computers, audio visual aids, slides, video clip, electronic
white boards, and electronic conferencing materials and so on, to the goals of their instructional
objectives, which instigate information search and attribution formulation. That is why this
exploration measured and examined the ways in which ICT instructional materials used in
schools are deemed acceptable and good for students‘ academic achievements from the
perspective of a developing country.
It looks at teachers‘ appropriate selection, preparation and use of relevant ICT
instructional material, as well as their effectiveness in the operation of projected equipments to
aid teaching and learning. Besides, we also recognise that the intimidating work environment has
been insinuated to suggest a sense of weakness towards teachers‘ ICT instructional material
utilization competencies in Nigerian secondary schools because of the shortage of fund to
purchase the needed ICT instructional materials. Thus, effort towards quality education is
difficult to achieve given these situation (Adesola 1991]).
Besides, the importance of being able to explain and predict such instructional material
utilization competencies has led to a number of studies particularly from the West. Report from
educational research literature concerning ICT instructional material utilization indicates that
ICT material utilization competencies tend to vary with teachers. Although professional teachers
as against non-professional teacher has been recorded as the most dominant with high ICT
competency rate, more especially from the West. This observation has been attributed to their
exposure to basic theories and practices of educational technology.
For example, Baker and Freebody (1989a) showed how instructional materials designed
for use in schools are actually tailored to fit into particular pedagogical strategy. Moreover, more
significant and generally evidences abound that this area of discourse are distinct more in the
West than in the Sub- Saharan Africa. A search of the Internet and extensive library search
showed that there are limited research publications in Nigeria as regards this area of discourse,
and the ones that existed were very narrow and did not focus on comparing the role played amid
teachers with academic qualification and their counterpart who hold professional teaching
qualification, which this study has given considerable insights.
In Nigeria, teachers who are academically qualified (untrained teachers) and those that
are professionally qualified (trained teachers) are engaged to carry out instructional processes.
By academically qualified teachers, I mean teachers who have academic training as a result of
enrolment into an educational institution as a result obtain qualifications such as HND, [Link].,
B.A, M.A, [Link]., and so on. While professionally qualified teachers, are teachers who get
professional training that gives them professional knowledge, skills, techniques, aptitude as
different from the general education. They hold professional teaching qualifications, for
example, [Link]. Ed, B.A Ed, B. Ed, M. Ed, and so on. It theoretically and empirically analysed
teachers‘ ICT instructional material utilisation competencies and how it affects educational
achievements of students and at the same time improve school effectiveness.
Therefore, eliciting information from secondary school teachers, principals and education
supervisors from the Ministry of Education and Post Primary Schools Board in Rivers State of
Nigeria constituted an approach to reach this end. It is hoped that this exploration might produce
remedies that can be taken to develop teachers‘ ICT material utilisation competencies. As well as
assist educational planners and policy makers in their decision about the employability of
teachers. However, it does not mean that this research is an end in itself; rather it is a means that
might help in resolving the problems mentioned in this study.
Promoting the development of a knowledge society through open and distance education
is one of the tactics increasingly adopted in recent times by governments around the world who
want to encourage economic development at the local, state and national levels. Researchers
(Howell, Williams & Lindsay, 2003) have shown that distance education programs in particular
are growing in importance as centers for the development of knowledge. This has led several
countries, notably those in the west to develop strategies to encourage this effort aimed at
providing people who do not have the opportunity to attend conventional institutions of higher
learning (Ololube, 2006). However, despite advances in information and communication
technology (ICT), colleges and universities in Nigeria are posed with complex problems
especially in their distance education programs in reaching the goal of promoting the
development of a knowledgeable society
Reforms have stressed the use of computer technology in the educational system in
Nigeria has been National Council on Education in 1987. Delineated into different levels mainly
pre-primary, one major policy in enhancing the deployment of primary, secondary and tertiary
levels. The increasing information and communication in Nigeria was the development of
educational system at all levels brings Nigerian National Policy on the adoption of ICT in greater
demands on educational practitioners such as schools. In enhancing this policy, the laid emphasis
on curriculum planners, evaluators and teachers in their bid the role and utilization of
information and communication to move along with the information technology of this 21st
century technology. It emphasized that the prominent role of 21st century information and
communication technology could be seen as the world changes, information and knowledge in
advancing knowledge and skills necessary for effective change rapidly.
Teaching and learning processes as functioning in the modern world. Therefore, the
management of schools also have to change and the need to integrate (ICT) into education in
Nigeria for the use of information communication and technology effective teaching and learning
processes in schools. In (ICT) can improve education quality expand learning enhancing
sustainable development in Nigeria Internet opportunities and make education accessible. It is as
a service in schools otherwise known as school Net result of these advantages that Nigerian
computer education was launched in September 2001. School Net during the 32nd ministerial
council meeting of the Nigeria had created learning communities of educators‘ records that are
not kept or are carelessly and fraudulent use of ICT to enhance development in education within
the country.
It has been observed however, that it is not all schools in the country that have the
opportunity provided by school Net Nigeria in the training of learners in the use of ICT in
secondary schools. This might be as a result of some constraints in the management of schools
such as the problem of controlling large population of students as well as conducting
examinations on a large scale. The fact that the Oyo State government Nigeria is witnessing a
tremendous growth in pupils‘ enrolment has made the management of schools complex thereby,
creating challenges ranging from the management of students and staff, community relations,
supervision of instruction to the management of school finance.
Supporting these points argued that there was no time in the history of secondary school
education in Nigeria when principal have been faced with such multitudes of challenges. The
Administrative functions in schools are becoming increasingly complex in terms of enrolments,
population mobility and social problems. This complexity requires the use of powerful
administrative tools resulting in better communication, efficient operations and better personal
services. One of such tools is the computer. The evolution of the computer and its capability to
handle diverse kinds of problems has made easy the mounting challenges created by the
staggering development in secondary school education in the State. The school principal in Oyo
State, Nigeria needs to be well informed in ICT application for effective management of the
school. This is necessary in the areas of budgeting, collection of student data, recording of results
and effective keeping of school records. Data of various types could be programmed into the
computer. Data on staff, teaching and learning could also be done though the effective use of
ICT in schools. The introduction of ICT in the management of education could become an
antidote in providing effectively solutions to educational problems that would have been
difficult, if not impossible to solve through human natural efforts.

1.2 Statement of the Problem

The enormous increase in student‘s enrolment and teacher data in Nigeria secondary
schools has been noted by educationist. This increase as called for the use of sophisticated
equipment and facilities such as ICT for the processing of data in schools. It has been observed
however that ICT facilities might not have been used effectively in the management of schools in
the State. The problem of this study therefore was to examine what relationship exists between
the utilization of ICT and effective management of secondary schools in Oyo State, Nigeria. In
addressing this problem, the following questions were raised.
I. What is the level of availability of ICT facilities to secondary schools in Oyo
State, Nigeria? What is the level of principals‘ management of secondary schools
in Oyo State, Nigeria?
II. What is the extent of usage of ICT in the effective management of schools in the
State? Is there any relationship between the usage of ICT and effective
management of secondary schools in Oyo State, Nigeria?
III. What are the perceived advantages of using ICT in the effective management of
secondary schools in Oyo State, Nigeria?
IV. What are the constraints to the effective usage of ICT in secondary schools in the
State?
1.3 Significance of the Study

Due to the great value attached to science in the problems and prospects of ICT
utilization, being an integral part of science needed for technological development because of its
link with industry, everyday events, benefits and hazards, this project will provide a means to
enhance the effectiveness of teachers of Computer in Secondary schools, avoid strike actions
embark upon by teachers because of their being non-valued by government as shown through
salary. It will also gear the government to allocate a greater proportion of the budget to education
to help cater for teaching resources among others. The piece of work will cater for all
stakeholders in education e.g. private school owners will motivate their teachers and employed
qualified personnel. Also, it would serve as milestone for students who show lack adaisical
attitudes to Computer and are ignorant of the worth of their Computer teachers.

1.4 Research question

Question 1: What is the level of availability of ICT facilities in secondary schools in Oyo State,
Nigeria?
Question 2: What is the extent of usage of ICT in the effective management of schools in the
State?
Question 3: Is there any relationship between the usage of ICT and effective management of
secondary schools in Oyo State, Nigeria?
Question 4: What are the constraints to the effective usage of ICT in secondary schools in the
State?

1.5 Purpose of the Study

This research aims at studying the:

i. Importance of human resources in teaching Computer

ii. Relevance of instructional materials in teaching Computer.
iii. Relationship between human instructional materials in Computer and students‘
performances.

1.6 Scope of the Study

This study is mainly carried out on secondary schools in Oyo State Nigeria.

1.7 Definition of Terms

Student: Can be simply defined as a person who is studying at a school, college,

university etc.
Achievement: Is the thing that has done successfully especially using their own effort
and skill.

Teaching: Is an act because it involves someone knowledgeable and skillful doing

something to promote learning on the part of a group of learner. It also involved use of
number activities both on the part of the teachers and the learner to promote the desired
learning.

Teacher: It can be seen as someone who is trained and specialized in the art imparting
knowledge on to the other (the learner) with a view of promoting learning on the part of
the learner.

Generally speaking, a computer teacher is someone who is trained and specializes

in the art of imparting computer knowledge about concepts, principles and skill on his
learner with a view to promoting the learning and acquisition of principles and skills.

Learning: This occurs whenever one adopts new or modifies existing behaviour pattern
in a way which has some influence on future performance or attitude. Learning is a
relatively enduring change in behaviour that is a function of prior behaviour.

Instructional materials: These are material enhance or facilitate effectiveness in the

teaching learning process. They are resources that can be used by the learner whether
done singularly or in group to make learning meaningful, interesting and immediate.

Scientifically, instructional materials are known as teaching aid.

 REVIEW OF LITERATURE

2.1 INTRODUCTION

Presently, the emergence of ICT evolution in Nigeria has affected the development of
educational technology in our institutions of learning. There has been relative awareness of the
vital role of information in nation building as ICT does not only provide access to these
information but is an indispensable tool for both national and international interpretation of data
in an advancing global society.
The concept of Educational Technology is both theoretical and practical in nature. The
origin of the term itself lies within the problem of categorization, which arose as a result of
earlier published works of Skinner in 1954, and thereafter in 1958 in his seminal presentation.
However, this seminal works was brought to fruition by the sudden appearance of the works of
Lumsdaine and Glaser‘s (1960) monumental operations of the Teaching Machine and
Programmes Learning (TMPL). In the beginning stages of these earlier works published by these
authorities, most of their works described in the ―Teaching Machine Programmes Learning
(TMPL)‖ are mostly in the area of programming chemical abstracts, marksmanship and in the
area of defence by ―Pentagon‖ – an American defence department institution. All of these are
incorporated under the umbrella of programmed instruction, which in effect discarded the
acceptable precepts of programming at the time. Consequently, rapt attention was increasingly
being focused on the vast array of audiovisual hardware then in existence and in common use in
schools and higher institutions. Generally speaking, the term ―educational technology‖ has come
to have two entirely different, and seemingly opposing The Concept of Educational Technology:
Problems and Prospects of Information and Communication Technology (ICT) in Nigeria 5
meanings in the literature. For instance, Lumsdaine (1964) has designated these two meanings as
Educational Technology (1) and Educational Technology (2) in the following manner: However,
he referred to Educational Technology (1) as the application of engineering principles or
technology to instrumentation useful to the process of teaching. This is also the meaning that
Finn (1960) and his colleagues have given to educational technology. Essentially, their
preoccupation was in the area of machines and it‘s hard and software‘s associated to the concept,
stressing the urgent need for developing audio visual aids for teaching, rather than simply trying
to apply aids which have been primary developed for other purposes. In this regard however, it is
interesting to remember that teaching machine is the only mechanical aid deliberately invented
as an educational tool. These tools are Television, 16mm and 8mm film, slide projectors,
overhead projectors, sound recordings, photography and lately computers and its accessories,
were all developed for markets other than for educational purposes. In this regard, the process of
teaching has been mechanized through the production of teaching aids. These mechanized
teaching aids, transmit, amplify, distribute, record and produce stimuli materials with a
consequent increase in teacher impact; at the same time, the teacher can deal with larger and
larger group of students. As a result of this, Davies and Hartley (1972) has stated that
mechanization of teaching aids has been made possible to deal with more and more children,
without decreasing the availability of properly qualified and experienced teachers. They stated
further that, the impact that teaching makes has thereby been increased, without necessarily any
substantial increase in the cost per pupil taught- indeed, since the educational system is able to
deal with an increased number of students, the actual cost per student has sometimes been
reduced. Thus, it is only fair to point out, however, that the past five years had seen an increasing
use of such instrumentation for individual as well as for group use.
Consequently, the theoretical concept of educational technology, which was stated above
as the second aspect of the subject matter, refers to the application of scientific principles to
instruction. This is perhaps the meaning that Skinner (1968), Gagne (1965) and Pask (1969) give
to educational technology, and for them instrumentation is a presentation problem. Most often,
the converging streams of influence, which have given rise to this position, as presently practiced
in programme instruction, is in behavioural science and learning theories. Thus this view of
educational technology emphasizes objective and performance, in the sense that the teacher or
the instruction programmer commits himself to bring previously specified behaviours up to a
previously specified level. Furthermore, these behaviours which are meant to be concrete, rather
than abstract are measurable and observable and consist of knowledge, skills and attitudes
actually wanted and desired by the teacher. This aspect of the concept of educational technology
is essentially problem oriented, and brings to education the badly needed skills of craftsmanship
and scientific technology. These two concepts of educational technology, as described above is
so crucial to the advancement of teaching and learning that the first is concerned with teaching
aids like teaching machines and the second with learning aids like programmes, are all
functionally interrelated to each other. Instrumentation can afford a more efficient and effective
control over learning situation, as well as providing interest, meaning and enrichment to the
whole learning experience. In the same way, techniques of shaping behaviour can, and are being
applied, to materials used on television radio, records, computers and video disk drive (VCD) so
as to increase their overall impact in terms of the learning that takes place. It is very unfortunate
that these two different concepts of educational technology should have arisen, since, as it were;
they create unnecessary barriers to conceptualization. Understanding and development as well as
do very little to further the concept involved. Lamb (1982), has argued that, it may well be that
some teachers have regarded mechanization as incompatible with true craftsmanship, while
others have delighted in the joy of developing some new form of mechanical or electrical aid. He
however stated that, if the concept of educational technology is to be useful, it must both be
prescriptive as well as descriptive. It is only then that it can be capable of reconciling these two
views.
Polarization of argument has tended to be characteristic of the literature dealing with
developments and innovation in education, probably because educators have grown used to
thinking in dualistic terms such as ―teacher – dominated versus child – centered‖ ‗hardware‘s
versus software‘s and teacher – teaching versus learner – learning. Thus, a sequential, emergence
and transformational view of change, according to McBeath (1987) has rarely been clearly
depicted in the literature of education, and therefore patterns of change, such as are discernible
have not been available to serve as a rationale for decision – making. For this reason a new and
more embracing view of educational technology is now necessary.

2.2 Teachers’ ICT Material Utilization Competencies

Teachers like any other professional workers need essential tools to do their work most
excellently. Certainly, it is true that the central figures in any learning situation are always the
students and the teachers. But it is equally true that learning may be greatly enhanced by the
utilization of the many resources available in the school and through various school agencies.
Nevertheless, teacher‘s planning of effective learning activities will be easier, less time
consuming and often vastly expanded in potential scope when teachers know precisely what type
of ICT materials are available to them and when to draw upon them regularly to affect their
teaching ability (Brown, Lewis & Harcleroad, 1959, p. 47). Therefore, it is essentially important
then that teachers be thoroughly acquainted to the teaching resources and services available to
them and that they have a clear understanding of the essentials of a functional materials-selection
program. Thus, many of the materials needed for effective teaching are used often enough to
warrant their being part of every classroom‘s basic equipment. However, some at the other
extreme are material—often relatively expensive and needed in individual classes rarely and for
short periods—which serves the basic need of an educational system. As a result, teachers are
concerned about the ready availability of appropriate ICT instructional materials because they
know how much such tools influence teaching and the quality of learning in the classroom (Ibid,
p. 48).
For instance, the University of North Texas (UNT) College of Education holds as its
conceptual framework the idea that educators are guides for engaged learners. This concept is
portrayed visually as a compass, which represents the tools educators‘ employ as they orient
students in the exploration of landscapes for learning. The engagement of learners requires
simultaneous commitment to academic knowledge bases and to learner-centered practice.
Competency development in all UNT programs for educators is paramount. It sees professional
communication as very important, hence, effective interpersonal and professional oral and
written communication that includes appropriate applications of information and communication
technology (ICT) during instruction. The idea behind ICT in education at UNT is to develop
professionally competent teachers who can handle instructional processes and appropriately use
the available instructional materials in a school environment to affect teaching and learning. In
addition, the purposes of effective teacher training, are (1) to increase student teachers awareness
of theories of instruction, (2) to assist students in the development of criteria to select and
evaluate teaching methods and instructional materials, (3) to provide knowledge and analytical
tools so that student teachers may expand their repertoire of teaching methods, and (4) to
encourage student teachers to engage in reflective practices. It focuses on the derivation of
appropriate methods and techniques from basic principles of learning. Student teachers will
develop working skills needed in cooperative planning, selecting and organising of teaching
materials and its utilization to meet the environment and its technological changes because the
pace of technological change is quickening. However, a number of critics of schools charge that
secondary schools have taken too little action to assure that their graduates have the technical
skills needed to function in our increasingly technologically oriented society (Barlow, 1992).
Meanwhile secondary schools today especially in the developed world are under pressure to
make students more personally familiar with emerging technologies as opposed to what is
happening in developing countries especially Sub-Saharan Africa. However, this trend has in
turn influenced teacher education programs to appropriately train pre-service teachers. There is a
general belief that students graduating from the secondary schools must have levels of expertise
beyond a simple ability to use current technology, and what is needed in technological
competence (Armstrong & Savage, 1994). This implies a sophisticated cognisance of
technologies that includes ability to see novel applications and to expand the nature of the
technologies usage themselves in school (Dickman, Van Sickle & Bogan, 1997).
Fundamentally, educational technology introduces teachers to the evaluation, selection,
and use of audiovisual materials and equipments including films, slides, transparencies,
projectors, globes, charts, maps, bulletin boards, plus programmed materials, information
retrieval systems, and instructional television during teaching and learning processes (Ololube,
1997). Nonetheless, one important difference between some educational practices today and
those of a generation ago is the relative emphasis teachers put upon doing as a means of teaching
and learning. Today‘s schools give more attention to realistic, lifelike learning situations, which
go well beyond word of mouth explanations by the teacher or word-in-print explanation of
books. One means of developing this realism is through classroom construction activities, which
challenges students to solve instructional problems in many fields of study by transforming
simple, inexpensive instructional materials into forms which help them and other people to learn
(Brown, Lewis & Harcleroad, 1959).

2.3 The Role of Teachers’ in the Use of ICT Instructional Materials

For some time now, there were predictions that new teaching and learning technology
would replace teachers, textbooks and even schools. It was also anticipated that the major
method of learning by 2000 would involve for example, the use of modern technology like
computers at all levels and in almost all subject areas (Borg, 1980). However, Crook (1994)
found that this prediction does not appear to be true. Cuban (1986) and Cohen (1987, pp. 153-
170) on the other hand claim that the use of ICT has to fit into the teachers‘ pedagogical view of
teaching and learning, and if introduction of computers for instance in schools are to be
successful, one must start with the question of why they should be used and not how they should
be used. Yet, it appears that technology is looked upon as having a supplementary role in
teaching and that it should be organized according to the view of most educators and parents
(Postholm et al., 2002). Cuban (1993) maintains that the ―dominant cultural norms‖ with respect
to learning, instruction and the nature of knowledge almost have a neutralizing effect on
development. Nevertheless, Postholm et al. (2002) on the other hand argues that some features of
Information Communication Technology (ICT) must be seen as a potential that has to be
implemented in contexts of learning. Although in this direction, Vygotsky (1978) developed the
concept of the zone of proximal development (ZPD) that has had a great effect on how we regard
teacher‘s instruction and assessment in assisting students‘ level of development. This is
reinforced by appropriate use of instructional materials. This concept is defined as: The distance
between the actual developmental level as determined by independent problem solving and the
level of potential development as determined through problem solving under adult guidance or
in collaboration with more capable peers (p. 86).
This means that teachers can help students to perform more with their help than without
it. Conversely, Wood, Bruner and Ross (1976, pp. 89-100) use the term ―scaffolding‖ to describe
an adult helping a child to carry out a task or achieve goals the child could not reach without this
help. They also stated that teachers need to know how to solve the task and also know about the
performance qualities of their students before these goals can be achieved. However, Tharp and
Gallimore (1988) argued that teachers also need to know how to scaffold the student, and also
they developed a theory of scaffolding methods, which is based on the premise that a good
teacher is a mater of simplification. It consists in assisting performance through the ZPD. Thus,
teaching can be said to occur when assistance is offered at points in the ZPD at which
performance requires assistance. In all, during the use of a particular instructional material,
questioning is seen as a useful tool in assisting children in their learning processes, which leads
them further into their ZPD. In school, children often have to answer questions. Questions are
posed to find out if students have understood what they expected to learn. Such questions capture
student‘s actual developmental level (Austin, Dwyer & Freebody, 2003; Freiberg & Freebody,
1995).

2.4 Educational Technology and ICT Interface in Nigeria

 The theoretical and practical concepts of educational technology as discussed previously
in the background of this paper did not shed much light on the new information and
Communication Technology ICT initiative especially in the education sub-sector. Although,
Information and Communication Technology (ICT) has been widely used in the Commercial and
Business Sectors in Nigeria for quite sometime, particularly when Banks and other Business
outfits started automating their offices with desktop computers and other communication
accessories for the purpose of financial networking transaction. The impact of ICT was less
manifest until the emergence of cyber café in most of the higher institutions of learning and the
subsequent upsurge in the interest of computer literacy among students and others users.
However, in the last six years, there has been a remarkable improvement in the provision
of ICT infrastructure in the country. This is as a result of government‘s liberalization policy in
the ICT sector, which has provided the driving force, needed to re-position the nation in the
global ICT world. According to Isoun (2003), areas of interest include: Telephone line; he stated
that before the introduction of the Global Systems Mobile (GSM), the nation had 750,000 fixed
telephone lines with only about 450,000 lines operational while less than 30,000 subscribers
were availed with the mobile lines in August, 2001. He confirmed that at present, there are over
two million mobile subscribers in the country, with considerable increase in the number of
operating fixed telephone lines. On the other hand, (Ajayi, 2000) stated that the rise of
information and communication technology is an opportunity to overcome historical disabilities
and once again becomes the master of one‘s own national destiny. ICT, he reasoned is a tool that
will enable Nigeria to achieve the goal of becoming strong, prosperous and self-confident nation.
In doing so, Ajayi (2000) agreed that ICT promises to compress the time it will otherwise take
for Nigeria to advance rapidly in the march to development and occupy a position of honour and
pride in the comity of nations. Consequently, in government pursuit of the ICT policy, the
Federal Executive Council approved the National Information Technology policy in March,
2001. The National Information Technology Development Agency (NITDA) was established in
April, 2001 by the Federal Government to Implement the National IT policy as well as promote
the healthy growth and development of the IT Industry in Nigeria. The vision statement of the
policy as enunciated by (Isoun, 2003) is to make Nigeria an IT capable country in Africa and a
key player in the Information Society by the year 2015, using IT as the engine for sustainable
development and global competitiveness‖, while the mission statement is to ―use IT‖ for: (1)
Education, (2) Creation of wealth, (3) Poverty Alleviation, (4) Job creation (5) Global
Competitiveness. None the less, Isoun (2003) admitted that a major strategy of achieving both
the vision of the Information Technology Policy is Human capacity Building, which involves
both Education and Training. He stated further that, training and re-training programmes are very
vital for acquiring better skills to enhance productivity especially in this era of ―life – long
learning‖. It is therefore a well known fact that qualified human capital at all levels – in terms of
policy, managerial and technical support is one of the main obstacles to the sustainable growth
and development in developing countries. The ICT industry, according to him is a very dynamic
one; hence the attendant need for The Concept of Educational Technology: Problems and
Prospects of Information and Communication Technology (ICT) in Nigeria 7 continuous and
aggressive training programmes to catch up with the frontiers of knowledge, creativity and
innovation to ensure national pride and global relevance.

2.5 Recent Government Effort at Internet Connectivity

In an effort to catch- up with the global Information trend, the Federal Government
through the services of a large number of VSAT operations for Internet Connectivity Services
have been powering both the public and private sectors in the Information and Communication
Industry in Nigeria. As a result there has been tremendous increase in the number of internet
service providers, with the attendant penetration of ICT into many parts of the Country apart
from the urban centres. For instance, Nkerenwem (1996) identified recent effort made by the
Government towards the ICT Development in Nigeria which includes the following:
 Launching of the National Telecommunications policy (September, 2000)
 Development of a comprehensive science and Technology policy. (2001)
 Development and launching of the National Information Technology Policy (2001)
 Establishment of the National Information Development Agency (NITDA) (2001)
 Launching of the Nigerian Satellite Systems Programme by the National space Research
and Development Agency (NASRDA) (2001).
 Development of the National Infrastructure Backbone (NIIB)
 Development and launching of the Mobile Internet Units, these are buses equipped with
computer systems and other accessories with a VSAT installed in the buses for Internet
access. These buses are to be taken to schools in remote areas for training of students and
 acquiring of more teaching skills by the tutors. The buses can reach remote areas of the
country for training in Internet, Agriculture, Health (HIV/AIDS), Education,
Entertainment and Research.
 Rural Internet Resource centres (RIRC) were established with the collaboration of
International organization in the six geo-political zones of the country to provide for
training of the inhabitants and to provide access to link-up with the rest of the would on
the Internet.
 NITDA already has the CISCO regional Academy which is setting up local Academies in
some higher Institution in the country. These are to train Nigerian as Network
Administrators and impart knowledge in the ―networking technology‖. Nkerenwem
(1986), concluded that Information and Communication Technology must serve as an
Integrating agent for the various clusters of our nation‘s development. These, he
considers as some of the critical challenges before every stakeholder in the Information
Technology Industry.

2.6 Problems of ICT and Educational Technology in Nigeria

In the recent past, there has been an emergence of ICT revolution in Nigeria which has
equally affected the development of Educational Technology in our institutions of learning.
Evidently, there has also been relative awareness of the vital role of information in nation
building. Thus, ICT does no only provide access to this information but is an indispensable tool
for both national and international interpretational of data in advancing Global society. The
global Community is now being determined by the ease and speed with which people have
access to data and how they can effectively use them to technologically improve their global
outlook (Tribune, 2003). Also, World Bank Report (2000) has exemplified that ICT could be
used to enhance computer skills for young people seeking employment. As for University
graduates and undergraduates, computer skill is necessary to effectively appreciate the benefits
of programme learning and computer assisted instruction. These are the core theoretical aspects
of educational technology where learners can manipulate ICT hard and software gadgets to
support their personalized instruction or merely surfing in the net for general information and
data gathering purposes. There is therefore, an urgent need on the part of academic institutions or
partnering with private service providing agencies to acquire ICT skills necessary for learners to
use in enhancing their capacity in research and development in every field of study.
Meanwhile, with the proliferation of educational institutions in Nigeria, and with the
concept of ICT becoming popular in most of them, quite a huge sum of money will be expended
annually on the importation of computer hardware‘s and other IT accessories including
educational technology equipment for training and capacity building Consequently, (Komoski,
1975) argued that most of these hard and software ICT materials are ―inappropriate and
ineffective‖ for use in our rural environment due to absence of electricity. Another problem
which he also identified was that hard and software prototypes are hardly subjected to formative
evaluation so as to determine their usefulness before such equipment can be mass produced for
the use of general learning public in our educational institutions. By implication, this also means
that such software materials will equally be ―inappropriate and ineffective‖ for the educational
programmes of an importing country like Nigeria since these materials were not specifically
made with Nigeria in mind. Studies have shown that one‘s culture influences one‘s perception
and learning. Most ICT software materials produced overseas are end product of research
findings geared to solve specific problem in their country of origin‖. Thus a major criticism
leveled against these software materials is the unrelated ness of the educational materials sold to
the Nigerian environment. The bone of contention is that in most cases examples and
illustrations used have no relevance to the experience of the Nigerian children (Gana, 1982).
As regards ICT software materials, Gana (1982) also provided reasons why they are considered
―unsuitable for Nigeria. Some of the reasons he gave was that the sophistication in construction
and operations of most of the equipment, the absence of adequately trained staff for maintenance
and repair and the non – availability of spare parts for the different types of ICT equipments.
Other problems equally identified by Dike (1994) include the problem of compatibility and
standardization of equipment sold by different manufacturers. Finally, the reliance on electricity
as the major source of power for most of the ICT equipments with little regard to the fact that
these equipments may be mostly needed in rural parts of Nigeria where there is no electricity.

2.7 The Prospects of ICT in Nigerian Classrooms

 There are several benefits which the ICT in conjunction with the new paradigm in
educational technology is capable of affording students especially post primary and
undergraduate candidates the opportunity in life long learning. This is because the central
element in ICT and educational technology is capacity building which is meant to strengthen the
capabilities of students and other group of adult learners. Another supposed benefit which is
accruable to the impact of ICT is learning while working. ICT offers the unique opportunity of
enabling working class learners the comfort of studying in their private offices or at home which
in turn stands as the bedrock of opens and distance learning education. According to Kanungo
(1999), acquiring the capacity for ICT skills is necessary for cost – effective business transaction
which he stated include managerial, technical, organizational, personnel as well as infrastructure.
The visible effort in meeting this challenges as Kanungo observed has been through the
establishment of computer literacy centres and Cybercafe by private investors to complement the
effort of government in the provision of ICT infrastructure. Other benefits which Osinibi (2000)
identified are promoting unity in diversity, since as he stated people are linked together in a
network of networks ―irrespective of location to communicate and exchange of information and
share resources. On the other hand, he observed that people are better informed through e-
government leading to stronger democracy. Consequently, ICT gives Nigerian Youths the
opportunity to compete on equal footing with their peers in other parts of the world.