GAUGING THE IMPACT INFORMATION AND COMMUNICATION TECHNOLOGY(ICT) TOWARDS SUSTAINABLE EDUCATION IN TERTIARY INSTITUTIONS Introduction
Digital divide is the major constraint distinguished clearly between economically buoyant and underdeveloped economies. Technological development must be included among the indices of development besides other traditional features. Development of Information and Communication Technology (ICT) dramatically changed production and decision making process and permeates all aspects of human endeavor including educational delivery. In countries where ICT is harness, time, energy and other economic resources are saved in education. Time taken and tedious work of instruction and administration is reduced by the introduction of computers and other ICT facilities in education. These economies have reaped the advantage of rhyming their educational system with pace of technological development thereby achieved sound and quality education system in their countries. It is disheartening to note that some countries are yet to adequately entrench the digital system of instruction and administration. What is obtainable in those countries are unimpressive and these affect the quality of their education system and consequently the level of their economic development. A positive correlation has been established by scholars between method of educational delivery, quality of education and level of economic development. Many countries including those coined as developing nations are making a giant stride to implement ICT-based system of education for their national development. In such countries distance learning programs are administered online, almost all educational institutions are connected, computers are used for instruction and research activities among others. Series of attempts to digitalize educational delivery in Nigeria indicated readiness of the country to join the ICT-driven societies. It is against this backdrop this paper seeks to examine the status of ICT in education in the country and assess the progress so far, when the country is at its fifties. To achieve this objective this paper is structured in six parts. After the introduction, the paper contain sections describe a conceptual framework of ICT for education, ICT for education in Nigeria, obstacles to the program, conclusion and recommendations. Information and Communication Technology for Education, a conceptual framework Tinio (2002) asserts that, in recent years there has been groundswell of interest in how computers and the internet can best be harnessed to improve the efficiency and effectiveness of education at all levels and in both formal and informal levels. He argues that ICTs are more than just these technologies; older technologies such as the telephone, radio and television, although now given less attention, have a longer and richer history as instructional tools. For instance, radio and television have for over forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in both developed and developing countries. Information and Communication Technology (ICT) has been defined by Abolade and Olalere (2005) as “computers, ancillary equipment, software and hardware and similar procedures, services (including support services) and a related resource”. The term was however defined as “any equipment that is used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching interchange, transmission or reception of data or information” (FRN, 2001). ICTs are defined as “a diverse set of technological tools and resources used to communicate, and to create, disseminate, store and manage information”(Tinio, 2002). These technologies include computers, the internet, broadcasting technologies (radio and television), and telephony. There are quiet a number of uses of ICTs in education and these include;...
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