Using Information and Communication Technology in Secondary Schools in Nigeria: Problems and Prospects.

Educational Technology & Society (Impact Factor: 1.01). 01/2005; 8(1):104-112.
Source: DBLP


Though it has been rightly said that what is wrong with education cannot be fixed with technology; there is no doubt that modern life is dominated by technology. There is universal recognition of the need to use Information and Communication Technology (ICT) in education as we enter the era of globalization where the free flow of information via satellite and the internet hold sway in global information dissemination of knowledge. Already, Nigeria is on he wrong side of the international digital divide, as it has not made significant effort to integrate ICT into secondary school curriculum. A great deal of instructional and administrative work in secondary school in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the use of ICT in secondary education in Nigeria. It identifies he high cost of computer hardware and software; weak infrastructure; lack of human skills and knowledge in ICT, and lack of relevant software appropriate and culturally suitable to Nigeria as the major stumbling block o the adoption of ICT in secondary education in Nigeria. Also, secondary schools in Nigeria are not given adequate funds to provide furniture, relevant textbooks and adequate classroom let alone being given adequate fund for high-tech equipment. At present the cost of subscribing to the Internet is too high for many of the impoverished secondary schools in Nigeria. In modern society, Nigeria needs ICT to aid teaching and learning and educational management. ICT is an instrument for the economic and technological development in the 21st century; therefore, Nigeria cannot afford to be on the wrong side of the digital divide.

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    • "Unfortunately, many developing countries, especially in Africa, are still low in Information and Communication Technology (ICT) application and use, [1] as cited by [2].The ability to use computers effectively has become an essential part of everyone's education. Skills such as book keeping, clerical and administrative work, stocktaking, and so forth, now constitute a set of computerized practices that form the core IT skills package: spreadsheets word processors, and database [3] as sited by [2]. "
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    • "There is universal recognition of the need to use Information and Communication Technology (ICT) in education as we enter the era of globalization where the free flow of information hold dominance in global information dissemination of knowledge. [2] Nothing epitomizes nowadays better than computers because they have infiltrated every aspect of our society. "
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    ABSTRACT: There's no more doubt that computers and technology have become part of modern human environment. It is hard to find profession in modern society that doesn't rely on informatics. Despite that schools do not follow these changes properly. Digital literacy and informatics (computer science is commonly used in the USA) should be essential components of a modern education with goal to raise the children of today to be able to live in this modern, digital world. Through informatics course in elementary school, students should develop digital literacy skill, and through high school students should master basic science concepts of informatics in addition to digital fluency skills. In the Republic of Croatia Informatics is elective course in the elementary school offered from 5 th to 8 th grade therefore students should be motivated to enroll in such course. Informatics curricula is composed of ten teaching units presented to students through 4 years in elementary school. That means that 8 th grade students are exposed to all units. This study explores students' perception towards nine teaching units of Informatics curricula. Survey was conducted among 1462 8 th grade elementary students from three regions in the Croatia, during last two weeks of schooling. In this paper the results of research will be presented.
    ICERI2014, Seville, Spain; 11/2014
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    • "In the African context, experiences with integrating ICT in action-oriented and cross-cultural communication projects have been developed later than in high-income countries. A review on cross-cultural communication documented the integration of ICT in educational and learning processes in Africa (Ocholla, 2003), and others have demonstrated the presence of a 'digital divide' including barriers in low-income countries' weak infrastructure, lack of skills, lack of relevant software and limited access to the Internet (UNDP 2001; UN 2003; Aduwa-Ogiegbaen & Iyamu, 2005). Recently another cross-cultural communication project has integrated mobile technologies as awareness and communication tools (Botha et al, 2009). "
    The International Journal of Education and Development using Information and Communication Technology 01/2014; 10(1):107-120.
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