Information and communication technology and education: Analysing the Nigerian national policy for information technology
Mudasiru Olalere Yusuf Department of Science Education, University of Ilorin, Nigeria email@example.com This paper presents an analysis of the Nigerian National Policy for Information Technology. The analysis reveals that the policy is inadequate to impact positively on the Nigerian education system, and that the philosophical frame of reference is market driven. The policy places little emphasis on the integration and infusion of ICT in the country’s education system. Policy implications and suggestions are offered to ensure maximum use of ICT potentials in the Nigerian school system. Information technology, education, Nigerian, national policy, technology integration
INTRODUCTION Information and communication technology (ICT) is an indispensable part of the contemporary world. In fact, culture and society have to be adjusted to meet the challenges of the knowledge age. The pervasiveness of ICT has brought about rapid technological, social, political, and economic transformation, which has eventuated in a network society organised around ICT (Castells, 1996). The field of education has not been unaffected by the penetrating influence of information and communication technology. Undoubtedly, ICT has impacted on the quality and quantity of teaching, learning, and research in traditional and distance education institutions. In concrete terms, ICT can enhance teaching and learning through its dynamic, interactive, and engaging content; and it can provide real opportunities for individualised instruction. Information and communication technology has the potential to accelerate, enrich, and deepen skills; motivate and engage students in learning; helps to relate school experiences to work practices; helps to create... [continues]
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