EVALUATION OF THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON THE MANAGEMENT OF STATE TERTIARY INSTITUTIONS
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- NGN 3000
Background to the Study
All over the world, education has been recognized as a critical tool for effecting national development. In fact, education is a catalyst for social, economic and personal changes. One of the changes and innovations which the federal government of Nigeria adopted in her development efforts is the integration of information and communication technology into all levels of the education system. The objectives of the federal government of Nigeria on Information Technology (NIT) as highlighted by Yusuf (2005) are: Making Information and Communication Technologies (ICT) mandatory at all levels of education, Developing ICTs curricula for primary, secondary and tertiary institutions. Provision of study grants and scholarship on ICT, Training the trainer scheme for National Youth Service Corps members. ICT capacity development at zonal, state and local levels. Information and Communication Technology is a concept that refers to as a computer based facilities used by organization personnel to record, transmit, generate, retrieve, impact knowledge and process information and communication needs (Asiyai, 2010). ICT is any technology that students and teachers use to organize, create, manipulate, solve, find, draw, design, synthesize, share, collaborate, modify, analyze, evaluate and disseminate information. ICTs include internet, computer, hyper net software and hardware, network, data projector and other devices that convert information into digital forms. In this era of digitalization, the flow of information through the satellite and internet enhances rapid dissemination of knowledge ―which has become the most important factor in economic development in the 21st century‖ (Saint, Hartnett and Strasser, 2003), it becomes imperative for ICT to be applied to teaching and learning in schools across the universe. 2 ICT has been recognized as effective for use in the education industry as an effective delivery mechanism (Westera, and Sloep, 2001). They maintained that ICTs can provide an efficient delivery mechanism of educational services by supplementing conventional delivery mechanism. The emergence of ICTs has generated lots of changes and innovations in all sectors of the economy across the globe. As a result, of the impact of ICTs, the whole world has been transformed into a global village. According to Johnson (2007), the prevalence and rapid development of ICTs have transformed human society from information technology age into knowledge age. As noted by Omeniyi, Agu, and Odimegwu. (2007), the education industry appears to be the major sector where ICT integration and effective application could extend massively to other areas of life. This assertion presupposes that educational institutions in Nigeria be technology-based with teachers and students being information and technology literates so as to facilitate effective application of ICTs to other areas of life. As a result of the use of information and communication technologies, distance education became acceptable worldwide as a standard alternative mode of education (Ojokheta and Adepoju, 2007). Most developed communities have invested largely in centralized media systems that enable information to be broadcast to their schools at one time. Schools in such communities have a common cabled computer and media network. Teachers monitor activities rather than directing, in order to encourage creativity in technology (Omeniyi, Agu and Odimegwu, 2007). However, teaching approaches and pedagogy used in Tertiary Institutions are changing from the traditional Oxbridge model of master-learner or teacher centered approach to a learner centered approach of teaching, where the learner controls his or her learning (Reinhart, 2008). Learning environments of Tertiary Institutions in developed countries are often supported by ICTs and continue to evolve to include more active learning through 3 student participation but reverse in the case in developed as well as developing countries particularly, Nigeria. The focus here is on the quality and availability of ICT in the management of higher institutions of learning. ICT offer flexibility, engage and motivate learners and therefore encourage a learner centered approach to teaching. The use of ICT has evolved from the simple e-learning systems of the 1960s to the more collaborative learning using modern technologies where students are not just passive learners but also generators of knowledge (Omeniyi, Agu and Odimegwu, 2007).
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