CHAPTER ONE

INTRODUCTION

Background of the Study

Information and Communication Technologies (ICTs) refer to the array of digital tools and resources used to create, store, transmit, and manage information. According to UNESCO (2022), ICT encompasses not just computers and the internet, but also mobile technologies, broadcasting systems (radio and TV), and cloud-based services. ICT has become instrumental in shaping education systems worldwide. A World Bank (2021) policy brief highlights how ICT integration in education enhances flexibility, accessibility, and scalability, particularly in under-resourced areas.

In a recent study, Ali, Mahmood, and Waqar (2021) emphasized that understanding ICT is now as fundamental as literacy and numeracy. While computers remain a key component, other digital tools — including learning management systems, videoconferencing platforms, and mobile learning apps — are also integral to today’s digital learning environments.

Historically, ICT development in education moved from basic computing to a broader focus on information exchange and communication. As Ahmed and Bello (2020) outline, the evolution from “IT” to “ICT” reflected a shift from merely processing data to interactive, cloud-based learning platforms. Moreover, the United Nations (2022) affirms that ICT today covers a broad spectrum, including data centers, satellite-based education, digital libraries, online research repositories, and AI-driven educational technologies.

The educational relevance of ICTs continues to expand. EdTech innovations such as AI tutors, gamified learning, and real-time data analytics tools are now commonly used in classrooms (World Economic Forum, 2023). A recent review by Olanrewaju et al. (2024) identified over 20 different ICT tools in widespread use in African classrooms, including interactive whiteboards, e-books, radio school programs, and WhatsApp learning groups.

Multiple researchers have confirmed the positive impact of ICT on education. A study by Okoro and Adebayo (2023) found that ICT-enhanced teaching increased student engagement and retention rates by over 35%. ICT has been shown to support differentiated learning, provide real-time feedback, and enhance teacher productivity. As noted by Ibukun, Akinyemi, and Dauda (2022), these tools promote critical thinking, improve knowledge retention, and support inclusive education for learners with special needs.

Although early computer use in education was mostly for programming, the widespread adoption of microcomputers in the 1980s and the internet in the 1990s shifted the focus toward educational enrichment and digital competency (Salami & Oyeleke, 2021). The educational goals also evolved: from delivering content via computer to leveraging ICT for inquiry-based and collaborative learning.

Finally, the use of ICTs in education can be classified into ICTs for Education and ICTs in Education (UNESCO, 2022). ICTs for education involve creating digital tools specifically for teaching purposes (e.g., instructional software), while ICTs in education refer to integrating general digital technologies (e.g., tablets, messaging apps, and virtual reality) into the learning environment. Both dimensions are now central to achieving equity, innovation, and lifelong learning goals in education systems globally.

Statement of the Problem

A cursory look into technology use in our school system, even when ICT facilities are available, shows that teachers do not make use of these tools. Sanusi (2008) remarked that there is still a long way to go before secondary school teachers in developing countries like Nigeria will be able to take advantage of the opportunity provided by the year 2020 technology. Findings of researches suggest that although ICT can improve teaching, there are a number of issues that need to be considered if such a technology is going to make a difference. Training of teachers in the use of ICT is one of the issues.

It was discovered that both federal and state government has sent many of its workers including teachers on ICT training, but trainings these teachers received seemed not to have impacted on their use of these technologies.