ICT in Education: A Catalyst for Effective Use of Information Essay Example

and distance learning, print remains the main mode of delivery. This is due to its affordability and accessibility in both developed and developing nations. Potashnik and Capper (2002) state that computers and the Internet are not widely used in developing countries because of inadequate infrastructure and expensive access charges. Additionally, multiple technologies are usually combined instead of relying solely on one for delivery purposes.

The Kothmale Community Radio Internet in Sri Lanka utilizes radio broadcasts, computer, and Internet technologies to enable information sharing and offer educational opportunities in a rural community (Taghioff, 2001). Similarly, the Open University of the United Kingdom (UKOU), founded in 1969 as the world's first institution solely focused on open and distance learning, primarily relies on print materials. However, it also incorporates radio, television, and online programming (Tinio, 2002).

Tinio (2002) observed that the learning approach at the Indira Gandhi National Open University in India incorporates different technologies, including print materials, recorded audio and video, broadcast radio and television, and audio conferencing. Additionally, Haddad and Draxier (2002) highlighted the significant impact of ICT on education, improving accessibility, efficiency, quality of education, and management systems.

According to Obeng (2004), ICT is now seen as a utility, comparable to water and electricity, and has a vital role in sectors like education, research, agriculture, health, commerce, and poverty reduction. It is an indispensable part of the contemporary world and has a significant impact on education worldwide, particularly in developed nations.

ICT has had an impact on the quantity and quality of teaching, learning, and research in both traditional and distance education institutions (Kwacha, 2007). Ololube, Ubogu, and Ossai (2007) state

that the introduction of ICT usage has brought about a new era in educational methodologies. It has significantly transformed how information is delivered and used, offering a modern learning experience for instructors and students.

The integration of ICT in universities has revolutionized the education system. It allows for distance learning and enables greater collaboration between universities. Moreover, it fosters a new pedagogical approach that facilitates the wide dissemination of knowledge and information. The rapid advancements in technology have greatly impacted people's lifestyles and global activities.

New technologies are challenging traditional methods of using and sharing information, as well as information management. The global ability to communicate easily enables immediate access to a vast amount of data, which tests skills in assimilation and evaluation. The growing availability of ICT in homes, workplaces, and educational institutions has led to faster communication and increased information access. These advancements have the potential to greatly benefit developing countries by improving education access and quality, thus narrowing the development gap between developed and developing nations.

ICTs are essential in helping developing countries acquire and absorb knowledge. This is particularly advantageous as it allows for the improvement of educational systems, policy execution, and opportunities for businesses and the impoverished. The feeling of isolation faced by the poor and individuals residing in impoverished nations is a significant challenge. Nevertheless, new communication technologies have the potential to reduce this sense of isolation and provide access to knowledge that was previously unimaginable (World Bank, 1998).

According to Tinio (2002), the Digital Divide, or the gap between those with technology access and control and those without, poses a significant challenge in the

introduction and integration of ICTs in education. Failing to address this challenge would result in an increased knowledge gap and exacerbated economic and social inequalities.

The use of ICTs, or information and communication technologies, allows for the enrichment of educational initiatives through the global sharing of resources, collaborative environments for learning, and the exchange of ideas. These technologies play a crucial role in advancing literacy in ICT, promoting partnerships and innovation, and facilitating interaction within national economies.

According to Nwachukwu (1994) as cited in Hawkins (1998), ICTs are crucial and have been widely embraced in the contemporary world, especially in industrialized societies. Yusuf (2005) argues that cultures and societies have adjusted to meet the requirements of the knowledge age. The extensive utilization of ICT has resulted in rapid technological, social, political, and global economic changes. It is widely acknowledged that ICTs can improve the quality of teaching and learning in tertiary institutions.

The rise and swift progress of ICTs have transformed society, shifting it from the age of information technology to the age of knowledge. ICTs are now vital in everyday life, making their integration into education crucial for educators and students alike. It is undeniable that the academic community worldwide will increasingly rely on ICTs in the future. Hence, it is imperative for undergraduate students not only to utilize ICTs but also to acquire proficiency in their use.

Yusuf (2005) underscores the significance of ICTs in fully engaging with the modern information age and efficiently accomplishing daily tasks. David (2005) suggests that students' comprehension of the learning process is improved when they interact with computers via ICTs. Moreover, ICTs have revolutionized the

interaction between students and lecturers, facilitating a more open and intimate relationship. The utilization of ICTs encourages knowledge sharing and empowers students to explore new avenues for learning. Furthermore, undergraduates have experienced enhanced communication and greater access to information by utilizing ICTs.

Thanks to a national policy promoting ICTs in schools, both lecturers and students are increasingly connected to the global community. The usage of ICTs has boosted the curiosity and motivation of undergraduate students, compelling lecturers to pursue additional knowledge. The skills obtained through utilizing ICTs will enhance the readiness of undergraduates for higher education and future job opportunities. Regrettably, Nigerians are at a disadvantage compared to others in this aspect.

To achieve goals quickly, it is crucial to embrace the use of ICTs in higher education. Promoting the utilization of information by undergraduates requires raising awareness about the advantages of using ICTs among both undergraduates and society as a whole. In order to explore how ICT can enable undergraduates to effectively utilize information, the following research questions have been formulated.