THE ANALYSIS OF INFORMATION AND COMMUNICATION TECHNOLOGY IN NIGERIA

Abstract:

Information and Communication Technology (ICT) is relatively a new area in human development
that combines the technology of various electronic devices. The use of them and the distribution of these
facilities with reference to the geographical location are made known. The paper highlights the concept of ICT,
the impact of ICT in the teaching and learning context, the role of ICT in the teaching and learning of Science
and Mathematics. The various implications of ICT for sustainable development are also exhaustively discussed.
The paper then concludes with adequate recommendations to ensure widespread use of ICT nationwide.
Keywords: Impacts, ICT, Science, Mathematics, Sustainable Develpoment,
I. Introduction
The emergence of Information and Communication Technology (ICT) in education has transformed
teaching and learning to a more viable and effective method and would likely set the standard for the future.
Iloeje (2002) asserts that the interactivity in education and learning techniques brought about by the new
technology has created a whole new learning environment and transformed the relationship among science
teachers and the learners. The result is that the ways and means of packaging and delivering information have
changed. Information users desire a wave of service different from the traditional paper based. Liverpool (2001)
notes that this new wave of ICT has affected Universities, Polytechnics, Monotechnics and Colleges of
Education greatly as an information provider in the society. These institutions struggle to maintain their
credibility in the provision of adequate materials for research, teaching and learning through the acceptance and
use of information and communication technology (ICT).
There is no doubt that Information and Communication Technology has carved its niche in every
sphere of Nigeria„s polity. Information and Communication Technology has been defined as a broad based
technology (including its methods, management and application) that supports the creation, storage,
manipulation and communication of information (French, 1996). According to Hang and Keen in Nworgu
(2007), information technology means a set of tools that helps you work with information and perform tasks
related to information processing. The definition of French is more encompassing than that of Nworgu, which
was limited to information processing and did not extend to the communication of ICT. Actually, the term
originated as Information Technology (IT) until recently when it was thought that the communication
component ought to be highlighted because of its significance. It was then that the concept transformed to
Information and Communication Technology (ICT) (Olusanya and Oloyede, 2003).
II. Concept of Information Communication Technology
The ICT revolution is a by-product of the digitization era; it implies processing, storage and retrieval
of information in codes form, and its transportation and/or exchange between sources/terminals electronically
(Ige, 2001). Rowlay (1985) in Ukpebor (2006) notes that Information and Communication Technology ICT is
the acquisition, processing, storage and dissemination of vocal, pictorial, textual and numerical information by a
micro electronics- based combination of computing and telecommunications. Abayai (2004) contends that
Information and Communication Technologies are vast web of high speed digital communication networks
world wide or national in scope and accessibility by the general public. This Information Communication
Technology has a strong impact on economic, education and social life of the citizens of a nation. Rahman
(2002) defines information and communication technology (ICT) as the technology of creation, processing,
storage, electrical and electronic (hardware), and electronic computing (software), as well as the internet and
global system of mobile communication (GSM). The digital computer, a device that processes data to produce
information plays a vital and central role in information and communication technology. Abifarina (2003) states
that information and communication technology (ICT) also refers to the different infrastructure used in creation,
storage, processing, communications and dissemination of information and their application and the numerous
services these infrastructures render. However, the communication aspect of ICT is assuming more significance.

now than ever before hence, it is now more appropriate to use the expression information and communication
technology (ICT) rather than mere information technology which has become the back bone of the new
information- based global economy.
III. The Impacts of ICT on the Teaching and Learning Context
The success of any teaching and learning process depends on the effectiveness of communication.
Information and communication technology can play the role of patience teacher – it consistently works at the
learners‟ space; assisting him to acquire sets of information, skills, facts etc. (Ojo. 2005). A teacher conveys his
thoughts, states his facts, poses problems and evaluates his students by means of communication (Asiriwa,
2003). The teacher can take advantage of the dynamism of ICT to demonstrate sound difficult concepts, theories
and principles. This will give meaning to his classroom instruction and thus enhance his teaching and make his
class presentation an exciting one. Some programmed instruction software are capable of feeding back very
accurate information to teachers about the individual progress of all students in the class. In this setting, the
computer reinforces the correct answers to the numerous questions posed. Today, the development in
information and communication technology has brought about evaluation of information and communication
technology, which is ever growing and continuously affecting every aspect of human endeavour be it education,
economy, politics etc (Abifarina, 2003). Thus, the teacher using ICT in his class will be able to present a wellplanned set of lessons and the students will experience these lessons in an exciting environment. Ojo (2005)
notes that the misconception that the computer will replace the teacher and thus render him redundant does not
arise; all the computer does is to reinforce and enhance the teacher‟s lessons. ICT can help students to become
independent learners capable of developing critical thinking and problems-solving strategies, collaborative
works and inquiry. It allows for information searches, computer modeling, team-work, brain-storming and
revision. Teachers can use computers to make learning experiences more effective and to offer students access
to a variety of learning tools, expert opinions and alternative viewpoints. Idahosa and Ero (2005) citing Iji
(2003) states that in computer assisted instruction; lessons production is guided by the learners‟ knowledge
skills understanding, expectations as well as motivation. He believed that it is the learners‟ educational needs,
not the available computer hardware or software that determine the nature of the lesson. This implies that a
computer is not an instructor in itself but rather a mere vehicle of instruction. It is a clear secret that the
computer offers powerful features for facilitating learning. In summarizing the impact of ICT in teaching and
learning generally, Akano (1999) in Utor and Agbi (2006) has the following to say “Computer which is a major
focal point in information and communication technology can be used to drill and practice. Here, a programme
is designed to augment classroom teaching instruction, learning and research; it provides the students with a
variety of questioning exercise.” Telecommunication is another useful development in information technology,
in teleconferencing, scientists of great repute can sit in their respective offices or research centres and partake in
conference without necessarily visiting each other.
IV. The Impacts of ICT on the Teaching and Learning of Science and Mathematics
Ojurumeh (2003) in Ukpebor (2006) describes laboratory in science and mathematics as a special
equipped room which contained instructional materials and equipment to facilitate learning. In fact, science and
mathematics laboratories act as resources centres for teaching and learning sciences. The laboratory provides
students with experiences that are needed in order to acquire the concept/principles and generalization in
sciences. This may involve performing an experiment, viewing a film, playing a game, discussion, reading,
programming a computer, building a model, solving a problem, making a survey, drawing a design, drawing a
graph, presenting a science and mathematical skills, completing a test, proving a theorem practically etc.
According to Ukpebor (2006) the computer which is an essential component of information and communication
technology is increasingly becoming an essential equipment of instrumentation, measurement and
experimentation in science and mathematics laboratories. He was of the view that the major function of
computer in science and mathematics laboratory is data acquisition, data handling, and analysis.
V. Implication of ICT for Sustainable Development
Information and communication technology (ICT) play a critical role in socio-economic development
because they are being used to achieve sustainable development. The word sustainable described by Longman
Dictionary of Contemporary English means to continue or lasts for a long time. ICT sustains development by
enhancing the following:
(a) Improvement of institution information management, inter-institutional communication, communication between
regional or state cooperation institutions and their organizations thereby facilitate integration.
(b) Promote trade, financial cooperation, agricultural development, educational research, environmental protection etc.
(c) ICT could also catalyze trans border data flows bringing down barriers to personal communications and removing the
constraints of national boundaries, physical disabilities as well as distance. By providing access to network, ICT reduces
the costs of international communication among countries.