The Role of ICT in Teaching and Learning in Nigeria

1
Nlem, Alwell Okechukwu, 2Dr (Mrs) Owuamanam, Catherine Nkechinyere and 3Dr (Mrs)
IhediohaNkem Love
1
School of Linguistics and Nigerian Languages, Department of Igbo Language
alnlewe1@yahoo.com

2 and 3
School of Education and Ancillary Studies, Department of Teacher Education
National Institute for Nigerian Languages Aba, Abia State Phone:
2
nyerekate@yahoo.com, 08135262400
3
lovediaha@yahoo.com, 08068886324

Abstract
This study deals with the role of information and communication technology (ICT) in teaching
and learning in Nigeria. The levels of education covered were the secondary and tertiary
education. The descriptive method of research was used since it pertains to the prevailing
conditions. To gather pertinent data, set of questionnaire was administered to the respondents.
The data obtained from respondents were tabulated and treated statically using percentage,
means and weighted average score. The analyses of the data generated the following results: the
respondents were not frequently exposed to ICT. The use of ICT in teaching and learning among
teachers and students in the secondary and tertiary institutions is still low and in some cases
absent. The respondents, in general, encountered problems regarding the use of the various forms
of ICT in teaching and learning. As for the measures that may be implemented to enhance the
role of ICT in education, the respondents strongly recommended compulsory institutionalization
of ICT usage and compliance among teachers and students alike.

Keywords: Teaching, Learning, ICT compliance, Students and Institution

INTRODUCTION
We live in an era of information explosion. Once there was famine of information today, we are
drowned in the deluge of information. Information and Communication Technology (ICT) is a
catalyst agent. ICT has initiated new possibilities into the classroom. The marriage between
education and Internet technology has made a deep impact on perspectives about teaching and
learning. Technology, today, has revolutionized in such a way that the methodology used by
educators to teach a foreign or secondary language has changed. In fact, the relationships
between teachers and students have undergone a phenomenal change. (Barad, 2009). The role of
the teacher, the nature and context of learning, as well as the function and relative importance of
course content have all been challenged and redefined. Therefore, technophobic teachers have no
place in this new world order.
Technology or multimedia is not a teaching method or theory, but rather it is a tool that aids
educators by improving access to different types of media already in use. Technology is used to
simulate real-life situations and helps learners to have control over the learning process
(O‟Leary, 1998). Therefore, there must be complementary relationship between ICT research
and Leaning, to create a successful learning environment (Carol, 1996). Krashen (2007) claims
that using computers for Free Voluntary Surfing will encourage students to wander through the
Internet and read what interests them. Krashen also claims that it will result in higher levels of
literacy. Computer assisted language learning provides new opportunities for learners to engage
in active communication that facilitates the development of second language competence
(Peterson, 2005). Multimedia-assisted language learning and Internet-based instruction
contribute to EFL students‟ cross cultural competence (Kim, 2005).
Computers enable learners to work at their own pace. (Hoven, 1999). This research paper aims at
sharing practical experiments with ICT in Teaching and learning.
Information and Communication Technology is taking the centre stage in the scheme of things
globally. Indeed, it has reduced the world to a global village by playing a key role in both
developed and developing economics, thus has become a vital element in the development of
educational systems. ICT today plays a vital role in improving the quality of education in any
country where it is put into proper and effective use.
In any teaching-learning situation, learners are more likely to respond more positively to the
communicative mode of learning.
ICT Literacy reflects the need for students to develop learning skills that enable them think
critically analyze information, communicate, and collaborate the essential role that technology
plays in realizing these skills in today‟s knowledge-based society(Kay and Honey,2005).
The impact of ICT on teaching-learning at all levels of education is gaining global
acknowledgement, and so the system of education in Nigeria must not lag behind.
A paradigm shifts from the teacher-centered and talk method of teaching, to a more student-
centered method of indirect explanation through demonstration by the use of ICT. According to
Perren (2008) “adequate teaching requires both a sufficient number of teachers to man the
schools and minimum level of efficiency in their teaching, With the emergence of Information
Communication Technology (ICT) in the 2l century , alternation is being shifted to e-learning
globally.
Nigeria, as a nation, has recognized the potentials of information and that of information and
communication technology in the school system. This is evidenced in the educational reform
policies aimed at integrating the use of ICT, particularly the computer, in the Nigerian school
system. The first national programme was the Federal Government 1988 policy document,
National Policy on Computer education (FME, 1988). The document emphasized the need for
primary school pupils to be introduced into basic computer skill, the use of the computer to
facilitate learning, and rudimentary use for text writing, computation and data entry. For
secondary schools the goals were as identified for primary schools, but to be pursued at a higher
level. The additions were the organization of curriculum for secondary school students on
computer education, and the decision to use the unity schools as the pilot institutions for
computer education. The tertiary institutions were also required to teach computer science as a
subject discipline, and also integrate it in school administration and instructions. Other
components of the document include; equipment requirement, teacher training, and specific
recommendation on different tertiary institutions. However, as noted earlier, the implementation
was not effective.
The national policy on education (NPE), as revised in 1988 and 2004, re-emphasized the need
for the integration of ICT in the Nigerian education system. For instance, the 2004, 4th edition,
again emphasized the need for the introduction of information and communication technology
into the school system. This is an acceptance of the need to go beyond computer to the level of
ICT, and also the need for infrastructure.
The first holistic attempt at introducing ICT in all facets of the country‟s life was the approval by
the federal Government of a national policy on ICT. The Nigerian national policy for
information technology (FRN, 2001), recognized the need for ICT to be used for education, and
three major objectives among several objectives emphasized the need to empower youths with
ICT skills to prepare them for competitiveness in a global environment, integrate ICT into the
mainstream of education and training, and establishment of multifaceted ICT institutions as
centres of excellence on ICT. The documents specifically noted the need for “Restructuring the
education system at all levels to respond effectively to the challenges and imagined impact of the
information age and in particular, the allocation of a special IT development fund for education
at all levels” (p.4).
To achieve these objectives, nine major strategies were outlined, these include: making the use of
ICT compulsory at all educational institutions, developing of ICT curricular for all levels of
education, using ICT in distance education, and ICT companies‟ investment in education, Others
include giving study grant and scholarship on ICT, training the trainers‟ scheme for Youth Corp
members in ICT, ICT capacity building at the zonal, state, and local government levels,
establishing private and public dedicated ICT institutions, and working with international and
domestic initiatives to transfer ICT knowledge. However Yusuf (2005) noted in his analysis of
the Nigerian national policy for information technology (FRN, 2001) that the policy was
inadequate for positive impact on the Nigeria education system. This, he noted, stems from the
fact that the philosophical frame of reference is market driven, and that there is little emphasis on
the integration of ICT in instruction.
It should be noted that none of the policy documents, national policy on computer education
(FME, 1988), national policy on education (2004, 4th ed.) and the Nigerian national policy for
information technology (FRN, 2001), recognized the need to use the computer or ICT to provide
access to education for people with disability. This underscores a major inadequacy in the policy
document. In addition, strategies outlined in the documents were not followed.
Another significant document on ICT was the Federal Ministry of Education (FME, 2004)
Ministerial Initiative on e-Education for Nigerian Education System. Unlike the previous
documents, the initiative was drawn based on input from major educational and human
development commissions and board (National Universities Commissions, National Colleges of
Education, Education for All, Universal Basic Education, etc). Also, for the first time, the need
to integrate ICT in special education, particularly for people with disability was emphasized.
However, the document could not be implemented because the minister who initiated the
document was removed. Thus signaling the death of eth document which was meant to leapfrog
the Nigerian educational institutions into ICT complaint ones. Since then, no national documents
had been developed on the integration of ICT in Nigerian educational institutions.

Statement of the Problem

One of the most important reasons for using ICTs in the classroom is to better prepare the
students to catch up with the global trend in which computers, internet, social media and related
technologies are used to replace previous analogue-based activities. ICTs can help to improve the
quality of education by increasing learner motivation and engagement, by facilitating the
acquisition of basic skills, and by enhancing teacher training.
Although there have efforts to integrate ICT in teaching and learning process in Nigeria, many
obstacles to its realization still exist. Equipment may not be placed in easily accessible locations.
Hardware and software often pose problems for teachers in the classroom. Teachers may lack the
time and the motivation to learn technology skills. Yet, teachers readily admit that they are not
making as much use of technology as they could. Although ICT is prevalent in Nigeria, only a
few among teachers and students have access to ICT based education, ICTs are transformational
tools which can promote the shift to a learner-centered environment. The question how is how.
ICTs can be harnessed to improve the efficiency and effectiveness of teaching and learning in
universities and secondary schools? What are their roles in education at all levels? ICT
transcends time and space therefore its importance in teaching and learning cannot be
overemphasized.

Theoretical Framework
This study is based on constructivism theory of learning pioneered by Bartlelt in (1932) and
developed by Good and Brophy in (1990). Thin learning theory is based on the fact that learners
construct their own reality or at least interpret it based upon their perceptions of experiences, so
an individual‟s knowledge is a function of one‟s prior experiences, mental structure and beliefs
there are used to interpret object and events .hence, constructivism promotes a more open-ended
learning experience, where the methods and result of learning are not easily measured and may
not be the same for each learner. This theory is suitable for this study as opened by (Perkins,
1991, p. 21 in Schwier, 1998).
“….information processing models have spewed the computer model of the mind as an
information processor. Constructivism has added that this information processor must be seen as
not just sulfating data, but wielding it flexibly during learning-making hypotheses, testing
tentative interpretations, and so on”
Purpose of Study
The purpose of this study is to examine the role of ICT in teaching and learning in Nigeria.
Specifically, the study intends to:
I. Determine the availability of ICT system for the teaching and learning in selected
institutions.
2. Examine the ICT attitude/awareness among teachers and students in teaching and
learning.
3. Determine the relationship between ICT, teaching and learning.

Research Questions
The following research question will be answered to obtain result of the study:
1. Are there ICT system for teaching and learning in Nigerian schools?
2. What are the attitude of teachers and students in the use of ICT?
3. What is the relationship between ICT, teaching and learning?

Research Design
The study employed survey method. This enabled the researcher to take a study of sample
opinion from a population in order to know their major characteristics which can be generalized
to the whole population.

Research Population
The population for this study comprises teachers and students randomly selected, from each of
the following institutions/secondary schools
1. University of Port Harcourt Choba Rivers State.
2. Rivers State University of Science & Technology, Nkpolu Rivers State Port Harcourt
3. Rumuokwuta Girls Secondary School Port Harcourt Rivers State.
4. University of Port Harcourt Demonstration Secondary School Choba Port Harcourt.
5. Ologbo Premier College Choba Port Harcourt Rivers State.

Study size and sample techniques

A sample-size of two hundred (200) respondents representing two percent (2%) of a population
size of ten thousand (10,000) was randomly drawn from the entire population since it is not
possible to study all the members of the research population.

Procedure for data collection and analysis

Data for this study were collected through questionnaires administered to respondents from the
sampled population.
Researchers divided themselves among the schools and institutions and ensured that the
administered questionnaires were retrieved on the spot. The study used simple percentage
method in the analysis of collected data. Figures were put in tables to analyze research questions
and their (mean) weighted average of response, rates were also generated.

Results

Table 1: Shows the data on the Availability of ICT Infrastructure/Usage.,

ICT Infrastructure/Usage Mean Description Remarks

 Are ICT facilities available in your 2.97 Slightly available 1
institution?
 Are they accessible? 2.93 Seldomly available 2
 Are there trained staffs to handle the 3
ICT Systems in your institution? 2.63 Sometimes available
 The ICT Systems are in bad shape. 2.54 Slightly serious 4

Table 1 above shows that the „availability of ICT System for teaching and learning‟ ranked first
with a weighted average of 2.97.Seeond was „Are they accessible?‟ with an average of 2.93.
Further results show that trained staff to handle the ICT are sometimes not available which was
2.63,and the fact that theICT system are slightly in bad shape was The reason for acceptance is
because their resp2.54.

Table 2: Shows data on ICT

ICT Attitude/Awareness among students Mean Description Remarks
 Not all students are computer literate 2.83 Strongly agreed 1
 Students should be computer literate to
enjoy ICT-based teaching and learning. 2.79 Recommended 2
 The use of ICT systems in teaching and
learning with ICT is relatively new. 2.78 Slightly serious 3
 Do you think that the use of ICT System
enhances learning? 2.21 Slightly recommended 4

From table 2 above ,the ICT attitude/awareness described as „not all student are computer
literate‟ ranked first with a weighted average of 2,83,and students should be computer literate to
enjoy ICT-based education was 2.79.However,‟learning with ICT is relatively new‟ has a
weighted average of 2.78, while the ICT attitude/awareness described as „Do you think that the
use of ICT system will enhance learning? „Ranked lowest.We can glean from the above data
results that ICTattitude/awareness among students is not positive,as such is a reflection of the
fact that despite government effort, many students still not computer literate and as such do not
know the importance of ICT in education.
 Table 3: Shows data on Computer compliance/competence.
Computer compliance/competence. Mean Description Remarks
 Are the teachers trained by the institutions on 2.97 Slightly agreed 1
ICT?
 Are they competent ICT users and confident in 2.77 Relatively in doubt 2
using it to teach students?
 Do teachers have enough time to use ICT to 2.74 Seriously recommended for 3
teach literature? more time
 Do you think ICT System enhances the teaching 3.58 4
process? Recommended
Table 4. Shows data on Suggested Roles of ICT in teaching and learning.
Roles Mean Description Remarks
 ICT boats teaching profession 4.04 Strongly recommended 1
 It enhances the quality of students‟ learning 3.89 Strongly recommended 2
 Provides basic education for disadvantaged 3.78 Recommended 3
children
 Ensures access to quality education by disable 3.78 Recommended 4
students
As shown in the table 4 above, the gains of using ICT are described as follows: “ICT boasts
teaching profession”, ranked first with a weighted average of 4.04; followed by “It enhances the
quality of students‟ learning” with the weighted average of 3,89; “provides basic education for
disadvantaged children” gained a weighted average of 3.78; “ensures access to quality education
by disable students had a weighted average of 3.78 respectively. It can be gleaned from the table
that using ICT in education is no longer new among teachers and students; and should be
encouraged

Table 5. Shows data on Obstacles to the use of ICT in teaching and learning.
Obstacle Mean Description Remarks
 Lack of training for teachers 2.29 Serious 1
 Lack of necessary ICT infrastructure 2.28 Serious 2
 Lack of motivation for teachers 2.01 Slightly serious 3
 Lack of awareness among teachers and students 2.00 Slightly serious 4
about the importance ICT in education

The obstacles described as “Lack of training for teachers” ranked first with a weighted average
of ranked first with a weighted average of 2.29 second was “Lack of necessary ICT
infrastructure” with an average of 2.28. Further, results revealed that respondents were not
motivated and also lacked the awareness about the importance of ICT in education. The results
also revealed that the identified obstacles were described as slightly serious.
Summary of Results
The results of the study are summarized as follows:
• Levels of access to ICT are significant in determining levels of use of ICT by teachers
(Mumtaz, 2000). From our findings, it is not necessarily the case that an institution with
low access does not have enough equipment, it may be that the amount ofequipments is
adequate but inappropriately organized in the institution. This is the case in the
University of Port Harcourt. Equipments should be organized in a way to ensure
maximum access for all users.
• There is a close relationship between levels of awareness and confidence which
themselves can enhance students‟ interestin ICT. For example, this can affect
students‟attitude and the amount of personal access to ICT that student has (Ross et al
1999). For lack of computer literacy as student‟s amount of interest can mar the interest
to ICT- based education. This and other collaborated research results are the bane of ICT-
based education in Nigeria.
• Teachers are sometimes unable to make full use of ICT technology because they are not
computer complaint, therefore not competent to preparematerials for lessons, especially
where this involves online or multimedia content. Time is also needed for teachers to
become better acquainted with hardware and software.
• A very significant factor in the engagement of ICT in teaching and learning is the role it
plays, and students who engage in ICT-based teaching and learning are better than those
that are not ICT complaint or competent (Dawes, 2000; Russell and Bradley 1997).
• Inappropriate training styles result in low level of ICT use by teachers. (Veen1993).
 There is a shortfall in the number qualified staff to handle the ICT equipment. This
scenario slows down ICT-base teaching and learning.
 Our result reveals that ICT can be of immense importance in the education of disabled
persons.
 Lack of infrastructure, training and the absence of incentives to motivate teachers and
encourage them in ICT-based teaching are some the factors militating against the
undisputed roles of ICT in education which teachers are champion.
The results of our study are discussed as follow:
The Role of ICT in Education
From our results and findings,the potentials for information and communication technology to
improve the quality of instruction, transform the school, improve school management, increase
access to education and improve teacher education, among others, have been emphasized in
several studies, Information and communication technology has the potential for enhancing the
tools and environment for learning as it allows materials to be presented in multiple media,
motivates and engages students in the learning process, forester inquiry and exploration, and
provides access to worldwide information resources, among others (Haddad, 2003). However,
researches have been inconclusive on the expectations regarding the value of ICT (Carnoy, 2004;
Trucano, 2005).Below are some of the roles of ICT in teaching and learning based on pertinent
results:
Boasts the Teaching Profession
First, ICT can be relevant in the teachers‟ professional development, to make them guides to
sources of knowledge. Teachers in contemporary knowledge society require large, rich, and
easily accessible-knowledge base which can be provided through ICT technologies that support
teacher professional development (Gallimore and Stigler, 2003). Teachers need to be life-long
learners to keep abreast of new knowledge, pedagogical ideas, and technology relevant to
successful implementation of Nigerian educational reforms. Through the digital libraries, virtual
institutions, and other internet resources teachers can easily have access to relevant and current
resources in their areas. Thus, they must be competent in the use of ICT to husband its potentials.
This is supported by the result of the response on the perceived role of ICT in teaching
profession with the highest response rate of 4.04 percent. This is in agreement with previous
research findings which assert the role of ICTs in teaching profession (Word Bank, 2003).

Enhances the Quality of Students’ Education

Secondly, the quality of students‟ learning will be enhanced through their access to the needed
content through ICT facilities (especially, the internet). Information and communication
technology can enhance learning by doing, and increase the information available to learners,
thereby engendering collaborative learning (World Bank, 2003). Information and communication
technology can also empower the learners with informationtechnology awareness and skills
which are essential for success in the contemporary knowledge economy (Kante, 2003). This
point is collaborated with the response rates of 2.83 and 2.79 which strongly agreed that not all
students are computer literate and strongly recommended that students should be computer
literate to enjoy ICT-based learning.

Provides basic education for disabled/disadvantaged children

Thirdly, ICT provides new frontiers for providing access to basic education for disadvantaged
children and youths excluded from the formal school system. As modem ICTs are attractive to
children and youths, they provide unmatched learning opportunities for them to learn within and
outside the formal school system. They are powerful motivational tools for learning through
games, exploration, collaboration, and learning work-related skills (Fillip, 2002). Distance
learning enhanced through ICT can proved flexible learning opportunities with collaborative
aspects and rapid communication among learners and between the learners and academic
mentors (World Bank, 2003).
Also, ICT can provide opportunities for individuals with disabilities to have access to quality
education, (one of the basic goals of the Nigerian educational reform). They can be relevant as
assistive technology, adaptive technology, and as a tool for knowledge and support (Jurich and
Thomas, 2002). Assistive ICT encompasses not only computerized technology but also a
powered wheel chair with voice command and other computer technologies which can increase
mobility for persons with seaboards neuromuscular limitations. Adaptive ICT include key-boards
with colorful keys for persons with learning disabilities, voice recognition, and the accessible
web accessibility option initiative of eth W3 Consortium which are designed to provide web
access for people with disability. Thus, ICTs are opening new doors for people with disability to
have enhanced access to education in conventional and distance education settings (Jurich and
Thomas, 2003).

Conclusion
The study sees teachers as catalysts for the integration of technology through ICT. According to
Watts-Taffe et al (2003), if the encouragements and necessary technological support are
available from institutes, developing an ICT class will be easier for them. These can be in form
of training, incentives and motivation. The main responsibilities of these teachers will be
changing their course format, creating and explaining the new assignments, and arranging for the
computer lab through their technology-learning specialists or assistants. There must be ICT
infrastructure on ground for this to be achieved.
Secondly our findings show that ICT offers more students the opportunityto explore beyond the
mechanics of analogue course contents allowing them better understandingof concepts. The use
of ICT changes the teaching and learning relationship. According to Reid (2002) teachers using
ICT reported that the relationship between teachers and learners is sometimes reversed with
regards to information technology. This relationship boots students‟ interest and confidence
when they are able to help teachers with technical issues in classroom. Therefore, ICT changes
the traditional teacher-centered approach and requires teachers to be more creative in
customizing and adapting their own materials. This invariably has a positive impact on teaching
and learning processes.
Thirdly, despite government‟s effort towards the realization of ICT-based education in Nigeria,
there is a wide gap between awareness and knowledge. Many teachers and students are not
computer literate, and as a result could not harness its value in education. This gap must be
bridged through vibrant and wide-spread awareness campaign on the need for ICT knowledge
among teachers and students.
Fourthly, It is interesting to note from this study that ICT-based education by its nature is of
immense benefit to learners with disabilities. It is heart-warning as this will close the gap created
by bodily deformation in effort to teach them in the class with normal learners. With ICT the
disabled and disadvantage learners can do quite a lot independent of class teacher and other
normal co-learners.
Lastly, it is imperative from our study to point out that the need for ICT infrastructure should not
deemphasizethe misnomer of underutilized ICT equipment available. This was the case in some
of the institutions in this study. In some cases, it is the issue of non-availability of operators or
technicians or that of wrong placement of these equipments such that there potential uses are
ameliorated. This should be a warning to institution administrators to ensure that provided
equipments are installed in positions and places that maximize their users.
Recommendations
Based on the findings of the study, it is recommended that:
• That training and retraining of teachers in the use of ICT Systems should be regularly
organized by the institutions to enhance teaching and learning process in class. It will
also improve teachers‟ competence and confidence in handling the ICT class.
• The students must be required to be ICT compliance so as to make the use of ICT in the
classroom to be easier for teachers. According to (Castro et al 2011) based on learning
through ICT, students are more capable of using information and data from various,
sources and critically assess the quality of the learning materials,
• The institutions where ICT Support Systems are used in the teaching and the learning
should be provided with the needed hardware and software to ensure that both teachers
and students enjoy the class without hitches.
• Adequate effort should be made to ensure that the ICT facilities are provided to all
teachers and students to enhance teaching and learning process.

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