Information and communication technologies (ICT) are electronic technologies used for information storage and retrieval. Development is partly determined by the ability to establish a synergistic interaction between technological innovation and human values. The rapid rate at which ICTs have evolved since the mid 20th century, the convergence and pervasiveness of ICTs, give them a strong role in development and globalization (Nwagwu, 2006). ICTs have a significant impact on all areas of human activity (Brakel and Chisenga, 2003). The field of education has been affected by ICTs which have undoubtedly affected teaching, learning and research (Yusuf, 2005). A great deal of research has proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the potential to accelerate, enrich and deepen skills to motivate and engage students to integrate school experience to work practices, create economic viability for tomorrow's workers as well as strengthening teaching. (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). In a rapidly changing world, basic education is essential for an individual to be able to access and apply information with the use of ICT. The Economic Commission for Africa has indicated that the ability to access and use information is no longer a luxury, but a necessity for development. Unfortunately, many developing countries especially in Africa, are still low in ICT application and use (Aduwa-Ogiegbean and Iyamu, 2005). According to the Online Oxford Dictionary, Information and Communications Technology usually abbreviated as ICT, is often used as an extended synonym for information technology (IT), but is usually a more general term that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers, middleware as well as necessary software, storage- and audio-visual systems which enable users to create, access, store, transmit and manipulate information. In other words, ICT consists of IT as well as telecommunication, broadcast media, all types of audio and video processing and transmission and network based control and monitoring functions.
The forces that have driven institution of higher learning to adopt and incorporate ICT in teaching include greater information access, greater communication, increased cooperation, collaboration and cost-effectiveness (Surry and Ely, 2001). Much as investment in ICT continues to increase, information communication technologies such as computers, video players and projectors have not been effectively used in lecture rooms in institutions of higher learning in Nigeria (Farrell, 2007). Most lecturers do not use ICTs in lecture rooms while few that use the ICT tools in teaching
(IJCSIS) International Journal of Computer Science and Information Security, Vol. 12, No. 3, March 201451http://sites.google.com/site/ijcsis/ ISSN 1947-5500