Because of their priority in modern societies, Information Technologies have reached a

state of high priority in education, too. Recently, contributions of information

technologies to education have been among the mostly emphasized subjects (Webber,
2003; Flanagan&Jacopsen, 2003; Selwood, 2000, Pelgrum, 2001; Yuen, Law&Wong,
2003). Every country aims to provide their citizens with the most contemporary
education in line with their financial efficiency. For this reason, big investment plans
about the use of information systems have been put into action all over the world (Yuen,
Law&Wong, 2003; Pelgrum, 2001). In our country, too, in order to support Primary
Education Program, 600 million $ of loan in total was taken out in World Bank on June
25, 1998 and July 26, 2004. In the first section of the program, at least two primary
schools in each of the 921 countries of Turkey were equipped in terms of information
technologies and then activated. In-service training courses about the use of computer
in primary education which was given to 2.250 coordinators of information technology
sections and 35.000 teachers were financed. In the second section of the project ending
on February 28, 2006, it is expected that information technology software are distributed
to the 3.000 primary education schools around Turkey and education portal is
established. By training 600 computer teachers, in-service training is planned for all the
primary school inspectors working on the field, and for at least 106.381 educators
formed of managers and teachers of primary schools which have or will have
information technology classes, on use of information technologies in education and use
of educational software, which will be prepared in line with recent instruction programs
(World Bank, 2002; MEB, 2002).

The aim of this article is to review and critique the current state of information literacy
education, and propose a way forward. Key developments in the UK, USA and Australia
are reviewed, including standards and models of information literacy. The place of
information literacy in the higher education curriculum is discussed. Problems with
current practice are identified, in particular, prescriptive guidelines which encourage a
surface learning approach; delivery by librarians who may lack both educational training
and power to influence the curriculum; and poor assessment methods. Alternative
approaches are highlighted. A case study of a credit bearing information literacy class,
offered by the authors to undergraduates at Strathclyde Business School, is analysed,
to argue that information literacy can stand alone as a subject of study, with appropriate
learning and teaching methods. The article concludes by proposing models for the
information literate student and the information literate university.

Student Management Systems Features & Capabilities

Student management systems may encompass a range of features depending on the

scope of a particular product. However, leading products should have most or all of the
following feature areas:

Student Data

Student Attendance Tracking

Student Health Information

Grade Book Management

Student Background Information- Family, age, behavior data

Student and Parent Portal

Transcript Management

The educational technology (EdTech) space has become more crowded, with
increasingly overlapping products across different educational needs. For instance,
school management and student management systems are often conflated and have
many overlapping capabilities. However, there are some important distinctions to be
aware of.

Student management systems focus on managing students’ data, and base their data
structures on the individual student level. This is distinct from school management,
which is more all-encompassing of factors like facilities management, cafeteria
procurement processes, and more school-specific accounting functions.

Automated Student Record System for the Guidance Office of Jose Rizal Memorial
State University-Katipunan Campus, Katipunan, Zamboanga del Norte, Philippines

Author:

Theresa Mee S. Habagat

Subject Area:

Physical Sciences and Engineering

Abstract:

The utilization of advanced technology in colleges and universities has led to increase
efficiency in processing and exchanging of records, maintaining data quality, and
production is leading to increase quality education and services. The study aimed to
design and develop a computerized system to improve the student record management
at the Guidance Office of Jose Rizal Memorial State University-Katipunan Campus,
Philippines. The automated student record system computerizes the student records
such as data from student record form, psychological test results, counseling notes,
admission slips, referral slips and generates good moral certificates. It uses the
developmental research method which system development life cycle approach is
applied. Information Technology professionals and students were utilized to evaluate
the system using the software quality factors by the International Organization for
Standardization (ISO) 9126-1. The statistical tool used was mean computations in
tabulating the results. The research revealed that this system possesses five software
quality characteristics which are very much functional, reliable, usable, efficient and
maintainable. Storing, sorting and retrieval of student records became faster and more
efficient. The study concludes that this system eliminates the existing problems like
untimely retrieval and time-consuming in sorting and searching records as well as
improves the student record management.
19 USE OF ICT APPLICATIONS FOR SECONDARY SCHOOLS ADMINISTRATION

Ukpoma Esther

Abstract

Education is widely regarded as a channel of economic prosperity. It is the key to

scientific and technology advancement; a means to combating unemployment as well
as the foundation of social equity. It enhances the spread of political, socialization and
cultural vitality. Information communication technology (ICT) plays a vital role in
enhancing the quality of Education. Administration application of ICT are currently
becoming popular in secondary schools due to it’s capabilities in facilitating
administration activities, from data storage to knowledge management and decision
making. This paper takes a cursory look at the different literature regarding the meaning
of ICT, types of application and their uses for effective administrative activities in
schools. The study reveal the tendency for administrator to improvise and increase the
utilization of ICT in their daily administrative task, to make their task more efficient and
effective. It was recommended that school administrators should develop the knowledge
and practice of ICT by ensuring that their subordinate under go in- service training from
time to time, so as to enhance their performances.

Keywords: ICT; Application; Administrations; School .

Introduction

Information and Communication Technologies (ICT) refers to a “diverse set of

technological tools and resources used to communicate, aid to create, disseminate,
store, and manage information’’. ICT is also a term that covers all forms of computer
and communication equipment and software used to create, store, transmit, interpret,
and manipulate information in its various formats (UQ,2002).In the current information
age, educational institutions are expected to play a crucial role as the engine for
knowledge generation and learning environment. Thus, information communication
becomes the vital means of facilitating this task. ICT has becomes an essential part of
our everyday life and cannot be avoided. This is due to the fact that using ICT in
education has become the most effective factors in school improvement. (Tosun & Baris
2011 cited by Simin Ghavifekr; Mojgan Afshari; Saedah Siraj & Kalaivani seger, 2013).
This is not only for the purpose of teaching and learning, but also for administrative use.

ICT applications in education can be considered as an effective enabler to create

access, store, transmit and manipulate different information in audio and visual form
due to the capacity of ICT in providing proactive environment (Kawado & Kukaru 2012
quoted by Simin et al, 2013).

ICT applications in education may be used for effective teaching and learning
processes, to achieve quality education and overall development of students or for
administrative process by teachers, staff and management team. The designed of
educational programmes had under gone many changes through the years, “shifting
from a talking head” approach to more interactive and dynamic programme that link(s)
students to the programme around teaching method which make them to be proactive.
However, education policy makers and planners (administrators) must first be cleared of
what educational outcomes (goals and objectives) are to be targeted. These broad
goals should guide the choice of technologies to be used and their modalities of use.
The potentials of each technology varies according to how it is used and what is to be
used for. Haddad and Draxler (n.d.) identified at least five (5) levels of technology use in
education: Presentation demonstration drill and practice, interaction and collaboration.
Administration refers to the process of running an organisation, (like school), office, or
business. These include creating rules and regulation, making decisions, management
of operations, creation of organization of staff/employees/people to direct activities
towards achieving a common goal or objectives. While educational Administration is a
discipline within the study of education that examines the administrative theory and
practice of education in general and educational institutions and educators in particular
(Wikipedia, 2012). However, many countries including Nigeria has formulated ICT
strategies and policies for their educational system with administration and
management. This is why Federal Government has disclosed her plans to formulated a
new national policy on information communication and technology (ICT).The Executive
Vice Chairman of the Nigeria Commission (NCC), Umar Danbatta, disclosed this in
Abuja at the Africa- Co-operation Information Technology for Digital Economy (Guardian
2nd July, 2018).

Thus, the objectives of National Information Communication Technology (NICT) Policy

(FRN) (2012) focused specifically among(st) others:

To ensure that the reality of convergence is reflected in the ICT sectors, notably in the
areas of regulation, operation and service delivery;

To unify all policy Administrators under a single ministry;

To promote cyber, digital, ICT infrastructure and national security.

To develop the framework for the implementation of community broadcasting in Nigeria.

To utilize ICT in energizing and supporting the various programs and sectors that
contribute to the Nigerian socioeconomic development including Agriculture, Education.
Finance, Health, Justice Administration, oil and Gas, power, Small and Medium Sized…

To achieve the above goals and objectives, the Ministry of Communication Technology
specific that:
“Government shall therefore define, develop and deploy National

Information infrastructure for national transformation with a

view amongst others, to attaining vision 20:2020’’.

The Federal Government of Nigeria, in the National Policy on Education (Federal

Republic of Nigeria, 2004), recognizes the prominent role of ICTs in the modern world,
and has integrated ICTs into education in Nigeria. To actualize this goal, the document
states that government will provide basic infrastructure and training at the primary
school. At the junior secondary school, computer education has been made a pre-
vocational elective, and is a vocational elective at the senior secondary school. It is also
the intention of government to provide necessary infrastructure and training for the
integration of ICTs in the Secondary School system.

It is pertinent to note the various factors that influences the choices made by the school
administrators as well as the rationale why certain ICT usage are adopted and why
some are abandoned (Singh & Muniandi, 2012). Moreover, the technological revolution
is a major challenge for school administrators in Nigeria Secondary Schools. One of the
challenges faced by schools is lack of ICT applications usage among teachers because
of their low level of literacy in ICT knowledge and capability (Ukpoma, i. p.). The
purpose of this paper is to understand the ICT applications usage in Secondary School
administration and management. More specifically this review set out to address the
following objectives:
To highlight ICT applications for school’s administration .

To identify ICT application tools which are being used by school administrators and
managers.

To understand the effectiveness of ICT applications for School’s administrative

activities.

To find out the challenges and provide solution to ICT usage in schools administration.

ICT Applications in Education Administration

In recent years there has been a groundswell of interest in how ICT applications can be
best harnessed to improved the efficiency and effectiveness of education at all levels
and in both formal and non-formal settings. A software based tools and applications are
a piece of computer programme which execute useful tasks for education, such as word
processing, desktop publishing, running a database, creating a presentation or
email/program (Higgins & Packard, 2004). According to Simin et al.(2013) There are
three main administration groups that are applying ICT in their various activities and
actions in their daily administration and management job at schools which includes;
Administration head, Administration teacher, and Administration staff.

Administration Head

According to Afshari et al.(2012) as an administration head, school principals should

have basic skills of using ICT in school daily administrative and management job.
Principals function as a role model when computer technology is applied to
administrative and managerial task. As an instructional leader, principals’ facilitate
teacher’s integration of computers in teaching and learning (Singh & Muniandi 2012), as
a transformational leaders they encourage creativity, open-mindedness and facilitate
conditions and events that create a positive environment for technology adoption
(Afsheri et al., 2012). As a superior, principal work has been affected through the use of
information and communication Technology ICT: Management information system has
regularized, enforced and revealed that consistencies that need to be addressed; email
has increased and intensified interactions and expectations within the school and with
central administration.

Similarly, the principals’ work is more visible to central administrators. As principals and
teachers become more comfortable and competent in using ICT it is likely they will
develop school wide instructional as well as administrative response to ICT. While
administrators usually apply Power point presentation to give an instruction and giving
in-service training in a more interesting way, teachers have a more favorite attitude
toward the instruction in this way (Chen, 2012). ICT have given teachers more
information about students, but they have also made teaching more transparent and
accessible. (Kazi, Ahmed & Musa, 2012). Mwalongo (2011) has found that
administration use ICT applications, to prepare school announcements, reports letters
for meeting with parents, students registration, and teachers and staff employment.
Besides, ICT applications are also used effectively by administrator in decision making
process, store information as well as online application (Selwood, 2004, Afzaal, 2011).

Administration Teachers

The administration teachers are the teachers who besides their teaching activities also
have administration responsibilities. The principal is usually assisted by a deputy-the
vice principal who is usually in charge of administrative/academic matters, he his
appointed from among the teachers. In Nigeria context, next in line of authority in the
admin of a school is the teachers who teach the students. The functional duties of the
principal, the vice and the teachers are interlinked and aimed at the pursuance of a
common goal (Odumosu,2013). However, the most commonly used of ICT for teaching
is preparation for notes, teaching-learning resources and examination
(Mwalongo,2011).

The results of previous studies by Mwalongo, 2011; Selwood, 2004 indicate that ICT
applications is used to prepare timetable , teaching plan ,schemes of work and school
reports by all the three administration teachers for various purposed. Administration
teachers can set up tests and online assignments that can be automatically graded,
which saves a lot of time for the marking and correction process. They also can
generate the results by using ICT applications. At the same time, they use ICT
applications to set up websites and online portals for students to access the
assignments (Kawade, 2012)

Administrative Staff

Next in administrative set up of a model post primary institutions are the non teaching
staff members. They includes the typist(s) clerks, driver(s), security guards, janitors and
so on. They are important members of the admin as they make administration easier
(Odumosu, 2013). Administration Staff are the supportive staff in educational setting
especially at the secondary school, they includes bursar/account officer, Hall warden,
house master, clerk, typist. ICT applications also can be used by administrative staff for
doing their daily responsibilities faster and more accurate. They use different type of
tools to handle financial work (POS), maintain communication, keep records, process
documents and collect data, by using ICT applications they can handle these
responsibilities more effectively and efficiently. Besides, using ITC applications would
help them, recovering school financial documents such as balance sheet, pay slip, audit
reports, non-salary grants and stocks keeping as well as students evaluation report and
overall student records for future references (Kewade, 2012, Kazi, 2012; reported by
Simin et al, 2013).

Use of ICT Application Tools in Educational Administration

There are a lots of ICT application tools that have been vastly used in education and
management. Available ICT applications for education administrative purposes are
computers, the internet, broadcasting technologies (radio & television), and telephony.
But ICTs are more than just these technologies, older technologies such as the
telephone, radio and television, although now given less attention, have a longer and
richer history as instructional tools. For instance, radio and television have for over forty
(40) years been used for open and distance learning, although print remains the
cheapest, most accessible and therefore most dominant delivery mechanism in both
developed and developing countries The detail information ICT tools that been widely
used in education administration and management are as follows:

Computers and Internet

The list of ICT component is in exhaustive and it continues to grow. some component,
such as computers and telephones, have existed for decades others such as smart
phone, digital TVs and robots, are more recent entries. Organizations are finding it very
necessary to train and retain their employees to establish or increase their knowledge of
computers and other ICT facilities (Adomi and Aine 2006: Tyler, 1998).This calls for
early acquisition of ICT skills by student. ‘’Application ICTs in Nigeria secondary
schools’’ Dr. Esharenana E. Adomi. Dr. Emperor Kpamgban. Library philosophy and
practice 2010 (March) 2. The ability to use computer effectively, has become an
essential tools. Students can now typeset their assignment, report , projects and use
internet to search for their study materials. The ability to use computers effectively has
become an essential part of everyone’s education, skills such as book keeping clerical
and administrative work, stocktaking, and so forth, now constitute a set of computerized
practices that form the core IT skills package: spread sheet, word processors and
databases (Reffell and Whitwort, 2012 ).

Today it is a norm to use a range of personal data tools that specifically suit our needs.
Tablet computers such as the iPad are popular for publications such as newspapers or
books and magazines developed digitally. Along with laptops and MPs players they
offer us portability anytime anywhere access. The demand for computer/ICT literacy is
increasing in Nigeria Secondary Schools because staff realize that computers and other
ICT facilities can enhance efficiency. On the other hand, employees/administrators have
also realised that computers can be a threat to their jobs, and the only way to enhance
job security is to become computer literate.

In the last two decades, the internet and ICT application tools have been expanded into
the field of education all over the world. This is done to capability of internet to provide
opportunities for introductory advanced teaching–learning method. The advanced and
modern methods of learning are able to prepare students as skilled work force for the
future. (Simin et al., 2013). It should be noted that 2004 was not the first attempt the
Nigerian government made effort to introduce computer education in schools. In 1988,
the Nigerian government enacted a policy on computer education. The plan was to
establish pilot schools and diffuse computer education innovation first to all secondary
schools, and then to primary schools. Unfortunately, the project did not really take off
beyond the distribution and installation of personal computers (Okebukola, 1997; cited
by Aduwa-Ogiegbaen and Iyamu, 2005). Okebukola (1997), cited by Aduwa-Ogiegbaen
and Iyamu (2005), concluded that the computer is not part of classroom technology in
more than 90 percent of Nigerian public schools. This implies that the chalkboard and
textbook continue to dominate classroom activities in most Nigerian Secondary Schools.
The Federal Ministry of Education has launched an ICT-driven project known as School
Net (www.snng.org) (Federal Republic of Nigeria, 2006; Adomi 2005; Okebukola, 2004),
which was intended to equip all schools in Nigeria with computers and communications
technologies. In June 2003, at the African Summit of the World Economic Forum held in
Durban, South Africa, the New Partnership for African Development (NEPAD) launched
the e-Schools Initiative, intended to equip all African high schools with ICT equipment
including computers, radio and television sets, phones and fax machines,
communication equipment, scanners, digital cameras, and copiers, among other things.
It is also meant to connect African students to the Internet. The NEPAD capacity-
building initiative will be executed over a ten-year period, with the high school
component being completed in the first five years. Three phases are envisaged, with
fifteen to twenty countries in each phase. The phases are to be staggered, and an
estimated 600,100 schools are expected to benefit. The aim of the initiative is to impart
ICT skills to young Africans in Primary and Secondary Schools, and to harness ICT to
improve, enrich, and expand education in African countries (Aginam, 2006).

The Nigerian Federal Government has commissioned a mobile Internet unit (MIU)
operated by the Nigerian National Information Technology Development Agency
(NITDA). The MIU is a locally-made bus that has been converted into a mobile training
and cyber centre. Its interior has ten workstations, all networked and connected to the
Internet. The MIU is also equipped with printers, photocopiers, and a number of
multimedia facilities. Internet is provided via VSAT with a 1.2m dish mounted on the roof
of the bus. It is also equipped with a small electric generator to ensure regular power
supply. The MIU takes the Internet to places areas and various Primary and High
Schools (Ajayi, 2003). The number of buses is so small, however, that most rural areas
and schools have not yet been covered.

Although efforts have been made to ensure that ICTs are available and used in Nigerian
secondary schools, the level of uptake is still low. It has been observed by Goshit
(2006) that most schools, both private and government, do not offer ICT training
programmes.The use of computers and the internet is still in its infancy in developing
countries, if these are used at all, due to limited infrastructure to the attached high costs
of access.

Radio and television broadcasting by educational administrators

Radio and television have been used widely as educational tools since the 1920s and
the 1950s respectively. There are three general approaches to the use of radio and TV
broadcasting in education:

Direct class teaching, where broadcast programming substitutes for teachers on a

temporary basis (IRI).

School broadcasting, where broadcast programming provides complementary teaching

and learning resources not otherwise available .

General educational programming over community, national and international stations

which provide general and informal educational opportunities.Telephony

Telephone is the technology associated with the electronic transmission of voice fax or
other information between distance parties .The history of telephony is intimately linked
to the invention and development of the telephone .Messages can be communicated
through e-mail , telex or telephones particularly the mobiles ones (Ajayi,2009).The
author posited that ICT is an indispensable part of educational administration as its
application makes institutions more efficient and reproductive… (Yusuf, 2005 cited by
Ajayi 2009).
Effectiveness and Challenges of ICT Applications in Education Administration .

According to Lin, Xie, Jeng,and Wang (2011) “school effectiveness is a goal set by
administrative leaders through their leadership strategies to help schools reach certain
achievements across the board. Using of ICT applications by educational administrators
will help them to achieve their goals easily. Evidence shows that teacher response
positively in job satisfaction with using ICT applications such as hardware and
software’s to support their administration and management responsibilities.(Selwoord ,
2004).

Good financial management is an essential ingredient of ICT applications’ effectiveness.

Therefore ,there is a need for supporting financial operations of ICT applications by
administration and management in the educational organization Esharenana et al
(2013) in their works ‘highlighted the low rate of ICT adoption and applications in
Nigerian Secondary Schools is attributed to several factors and one of such is limited
school budget’.

Apart from sufficient financial support ,data management is also effective part of school
headship . It is important that the school maintains accuracy with updated information
on all its levels and aspects. In this regard, ICT application helps a lot to keep the
records of all levels and aspects of school including students, teachers, staff, details of
meetings’ minutes, school publicity, curriculum development materials and entire
management information. Moreover, by using ICT application transaction between
schools and educational departments will be more direct and efficient, alleviating the
manual collection and checking of necessary data and minimizing the duplication of
data on school teachers and students (Kawade,2012).
Nevertheless, document storage in computer saves a lot of space as physical files are
replaced with electronic files. The saved space can be used for other
purposes(Mawalongo,2011). In addition, ICT applications also save time and
manpower, make students active, simplify teachers works, reduce office cost and
increase reusability (Kawade,2012) :Mwalongo,2011).

Despite the amount of benefits from ICT there are some challenges facing the adoption
in Nigeria Secondary Schools. These are irregular power supply ,lack of computer
system, inadequate ICT manpower, lack of fund, inadequate facilities, fear of exposing
too much information of the school to the public (Ajayi,2009).

Conclusion and Recommendation

The adoption and use of ICTs in schools have a positive impact on teaching, learning
and research. Despite its effectiveness however, it is interesting to note that even in
developed countries, not all teachers are competent and willing to use it in the
classroom. Secondary schools in Nigeria have yet to extensively adopt them for
teaching and learning. Efforts geared towards integration of ICTs into the Secondary
schools system , have not had much impact. Problems such as poor policy and project
implementation strategies and limited or poor information infrastructure militate against
these efforts.

Where new instructional techniques that use ICTs provide a different modality of
instruments. For students, ICT use allows for increased individualization of learning. In
schools where new technologies are used , students have access to tools that adjust to
their attention span and provide valuable and immediate feedback for literacy
enhancement , which is not fully implemented in Nigerian School system (Emuku and
Emuku,1999 & 2000).
Based on qualitative reviewed and analysis of the related literature it is recommended
that administrators should increase the utilization of ICT in their daily administrative
tasks, to make their task more efficient and effective by providing proper technical
infrastructure, equipment, and support to secure the success of the use of ICT
applications in Education System and to grow the knowledge and practice of ICT by
sponsoring workshops and seminars for their subordinates.

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Correspondence can be directed to:

UKPOMA ESTHER

GENERAL EDUCATION DEPARTMENT

COLLEGE OF EDUCATION, IGUEBEN

EDO STATE, NIGERIA

08051522420, 08037177300

Ukpomaesther@gmail.com