Application of Ict in Classrooms in Rural Area

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Application of ICT in Class Rooms in Rural Area


Fatima Kyari A00011488, IT for Development (INF 402)

American University of Nigeria


This project discusses how class room education without ICT has become one of the major problems in rural area, to be specific Fufore local Government area in Adamawa state. Class room Education in rural area is not as effective as the ones in urban schools, because of their poor standard of learning, lack of communication, information, qualified teachers in rural schools and they lack ICT facilities to help them and provide awareness of modern standard of teaching. So, this project shows how implementation of ICT in class rooms can help these students, its benefits from implementation, challenges and also expectations from results. It involves how the state Government, private organisations and private sources will come together to make this success by providing the necessary materials, ICT services such as computer workstations, projectors, power supply via solar energy, trained computer experts that will show the school how to manage these resources, internet connectivity and basic infrastructure by the Government for these Fufore nursery/primary schools for better education and better knowledge of ICT and how it will greatly affect and have a positive influence to these students and finally this implementation will only benefit the students only but also the teachers who don’t have computer skills.


This project is focused in implementing ICT in rural area, and the case study is on fufore local government in Yola. As we all know rural areas in Nigeria lack quality and basic education, when you talk about education in rural area what comes to our head is low standard of learning, poor education, not well equipped class rooms for student’s education or lack of proper infrastructure suitable for education. An article defined rural education as: There is little dispute that basic education1—often characterized as the reading, math, and other skills and knowledge taught in the first four years of primary school—is critical to economic and social development. Without basic skills, according to one definition, a person cannot comprehend the instructions on a bottle of medicine or a bag of fertilizer or read a government notice. Neither can the person compute a bill or write a letter. Without basic skills, it is impossible to develop one’s potential or to contribute in anything more than a rudimentary manner to society (Greaney, 1999). (Moulton, 2001) Fufore Local Government is settled area in the southern part of Adamawa with five major languages known as Fulani (largest), Bata, Verre, Laka and Pere, it consist of 1500 people that live there, most of them engage in cattle rearing, poultry, farming etc. When i went to observe these schools i noticed there were at least 300 children that went to both nursery and secondary schools, but the problem is they lack facilities that will make these students feel they are learning which makes some students even drop out of schools and start engaging in house work activities. This project focuses on schools in fufore that need ICT services to improve student’s knowledge and ability to learn in order for these schools to have equal education as the students in urban schools, if students in the rural area are not given equal education as students in the urban area there is a result of inequality. “Unequal tools in an unequal environment create unequal results” (Ukpe, 2010).

Implementation/ Application of ICT in class rooms in rural area is going to benefit the society as a whole, and both the teachers and students. It goes a long way to help the society, because when students start using ICT in classrooms some of their friends at home will also find it...
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