Article

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

ABSTRACT

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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    • "ICT diffusion patterns in the developing world tend to reinforce the digital divide rather than immediately ameliorating it, suggesting that simply implementing technology in a developing nation is not the entire solution (Müller et al., 2007). Learners in developing areas struggle both with tight budgets for technology and with the cultural context to convert the ICT use into something useful for them (Ogiegbaen and Iyamu, 2005). Even though ICT deployment provides stimulus for economic growth, this outcome is depending on the role of the educational sector in producing educated and technologically-trained workforces (Mistry, 2005). "
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    Preview · Article · Jun 2015
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