ISSUES AND CHALLENGES IN THE USE OF INFORMATION COMMUNICATION

TECHNOLOGY (ICTS) IN EDUCATION

Design By

May /2014
ADDIS ABABA, ETHIOPIA

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Table of Contents
Back Ground...............................................................................................................................................................2
Introduction................................................................................................................................................................. 3
Problem Of The Statement...........................................................................................................................................3
WHAT IS ICT?.............................................................................................................................................................4
Ict And Higher Education............................................................................................................................................5
ICT IN RESEARCH.................................................................................................................................................5
Ict In Teaching.........................................................................................................................................................6
Basic functionalities of ICT.........................................................................................................................................6
Effectiveness............................................................................................................................................................7
Enhancing access:....................................................................................................................................................7
Raising quality:.......................................................................................................................................................7
Cost......................................................................................................................................................................... 7
Equity......................................................................................................................................................................7
Sustainability...........................................................................................................................................................7
Benefits of ICT in Higher Education...........................................................................................................................8
Motivating Factor....................................................................................................................................................8
Fast communication.................................................................................................................................................8
Co-operative learning..............................................................................................................................................8
Locating Research materials...................................................................................................................................8
Acquiring varied writing skills................................................................................................................................8
Challenges Associated With Use Of ICT In Education................................................................................................9
Capacity Building Challenges.................................................................................................................................9
Challenges Related to Financing the Cost of ICT Use...............................................................................................10
High Cost to the Consumer....................................................................................................................................10
High Cost of Ownership........................................................................................................................................10
Unsteady and Inadequate Electrical Power Supply................................................................................................10
Recommendations.....................................................................................................................................................11
Conclusion.................................................................................................................................................................11
References................................................................................................................................................................. 12

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Back Ground
Information and communication technologies (ICT) are ever-present in our daily lives. The educational
environment is not an exception. Technology is becoming an integral part of to days learning
environments day by day, and both researchers and practicing educators are constantly exploring new
ways in which technology can help facilitate learning, as well as contribute to a higher quality of
education and higher levels of student satisfaction. ICT has been associated with higher student
engagement, better academic performance, and a rise in collaboration between students in higher
education. However, some research also reveals that those benefits can be hindered by a variety of
mediating factors that will also be discussed further in this paper.
ICT has given rise to a host of legal and ethical issues and challenges in the use of ICT for education. Pre-
service and in-service teachers as well as students need to know to a reasonable extent about the issues
and challenges in the use of ICT for education. Teachers and students should understand the basic
functionalities of (effectiveness, cost, equity, and sustainability) as well as the challenges (infrastructure
related challenges, capacity building challenges, challenges related to financing the cost) of ICT use.

Introduction
Ensuring universal service and access to information and communication technology (ICT) is a top
national objective in many countries. One of the distinctive features of human beings is their ability to
acquire knowledge, and what makes this knowledge an ever-thriving entity is man’s ability to ‘impact’
this knowledge to others in the help of ICT. Transfer of knowledge, which is one of the foundations of
learning, is among the most fundamental social achievements of human beings. Building strong
relationships with students is something that frequently explains why faculty takes pleasure in the
challenge of working at a small university.
Computer-based systems have great potential for delivering teaching and learning material. The rapid
development of Information and Communication Technology (ICT), particularly the Internet, is one of the
most fascinating phenomena characterizing the Information Age. ICT powers our access to information,
enables new forms of communication, and serves many on-line services in the spheres of commerce,
culture, entertainment and education teaching and learning in Higher Education.

Problem Of The Statement

The concept of moving the traditional classroom of desks, notebooks, pencils, and blackboard to an
Digitalize of computers, software, and the Internet intimidates many teachers who are accustomed to the
face-to-face interaction of the traditional classroom. For many students who find it difficult to come to
campus due to employment, family responsibilities, health issues, and other time constrains, online
education is the only option. Computer multimedia offers ideal opportunities for creating and presenting
visually enriched learning environments. The latest technologies associated with virtual reality will also
play an important role in not too distance future.
Rapid developments in information and communication technologies (ICTs) in recent years have resulted
in significant changes in the way the world operates and communicates. This in turn has had an impact on
educational and training needs, both in terms of the content and the delivery of educational and training

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services, but also there has been increasing pressure on decision makers to acquire new technologies.
Simultaneously, forms of ICT are multiplying with an increasing array of ICT options for decision makers
to choose from when integrating ICT into education and training.
Richmond (2002) indicated that there are three general approaches to the instructional use of computers
and the Internet, namely:
Learning about computers and the Internet, in which technological literacy is the end goal;
Learning with computers and the Internet, in which the technology facilitates learning across the
curriculum; and
Learning through computers and the Internet, integrating technological skills development with
curriculum applications.
Technological literacy is required for learning with technologies to be possible, implying a two-step
process in which students learn about the technologies before they can actually use them to lean.
However, there have been attempts to integrate the two approaches. Learning through computers and the
Internet combines learning about them with learning with them. It involves learning the technological
skills ‘just-in-time” or when the learner needs to learn them as he or she engages in a curriculum-related
activity.

WHAT IS ICT?
Information and Communication Technologies (ICTs) are referred to as the varied collection of
technological gear and resources which are made use of to communicate. They are also made use of to
generate, distribute, collect and administer information. ICT is a force that has changed many aspects of
the way we live. Information and Communication Technologies consist of the hardware, software,
networks, and media for collection, storage, processing, transmission and presentation of information
(voice, data, text, images), as well as related services. ICTs can be divided into two components,
Information and Communication Infrastructure (ICI) which refers to physical telecommunications systems
and networks (cellular, broadcast, cable, satellite, postal) and the services that utilize those (Internet,
voice, mail, radio, and television), and Information Technology (IT) that refers to the hardware and
software of information collection, storage, processing, and presentation.
The concept of a “Digital Divide” has been around almost as long as ICT has been publicly available.
While traditionally it has come to mean a division in society, based on socioeconomic factors, this does
not ‘paint the entire picture’.
When looking at the integration of ICT to support the achievement of educational objectives, it can be
found that after almost a decade of using ICT to stimulate development, it is not yet fully integrated in
development activities and awareness rising is still required. The main objectives of the paper are to
evaluate the importance of ICT in higher education and to analyze the government initiatives for
development of ICT in higher education.

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Ict And Higher Education
The application of ICTs as a tool for effective enhancement of learning, teaching and education
management covers the entire spectrum of education from early childhood development, primary,
secondary, tertiary, basic education and further education and training center and higher education.
Integrating ICT in teaching and learning is high on the educational reform agenda. Often ICT is seen as
indispensable tool to fully participate in the knowledge society. ICTs need to be seen as “an essential
aspect of teaching’s cultural toolkit in the twenty-first century, affording new and transformative models
of development that extend the nature and reach of teacher learning wherever it takes place”.
The Information and Communication Technology (ICT) curriculum provides a broad perspective on the
nature of technology, how to use and apply a variety of technologies, and the impact of ICT on self and
society. Technology is about the ways things are done; the processes, tools and techniques that alter
human activity. ICT is about the new ways in which people can communicate, inquire, make decisions and
solve problems. It is the processes, tools and techniques for:
1. Gathering and identifying information 4. Analyzing and evaluating
2. Classifying and organizing 5. Speculating and predicting
3. Summarizing and synthesizing
Enhancing and upgrading the quality of education and instruction is a vital concern, predominantly at the
time of the spreading out and development of education. ICTs can improve the quality of education in a
number of ways.
ICTs which can be in the form of videos, television and also computer multimedia software, that merges
sound, transcripts and multicolored moving imagery, can be made use of so as to make available
stimulating, thought provoking and reliable content that will keep the student interested in the learning
process.

ICT IN RESEARCH
Applications of ICTs are particularly powerful and uncontroversial in higher education's research
function. Four areas are particularly important:
1. The steady increases in bandwidth and computing power available have made it possible to conduct
complex calculations on large data sets.
2. Communication links make it possible for research teams to be spread across the world instead of
concentrated in a single institution.
3. The combination of communications and digital libraries is equalizing access to academic resources,
greatly enriching research possibilities for smaller institutions and those outside the big cities.
4. Taking full advantage of these trends to create new dynamics in research requires national policies for
ICTs in higher education and the establishment of joint information systems linking all higher
education institutions.
The most straightforward use of ICTs in research is in data processing. The unprecedented growth in
bandwidth and computing power provide opportunities for analyzing/processing huge amounts of data and

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performing complex computations on them in a manner that is extremely fast, accurate and reliable.
Computer data processing not only frees researchers from the cumbersome task of manually analyzing
data but more importantly facilitates quick and accurate analysis of huge amounts of data from national
samples or even multi-national samples covering tens of thousands of respondents.
Another important dimension of ICTs in research is the use of online full text databases and online
research libraries/virtual libraries which are the direct outcome of the growth in telecommunications
networks and technology. These databases and libraries provide researchers with online access to the
contents of hundreds of thousands of books from major publishing houses, research reports, and peer-
reviewed articles in electric journals.

Ict In Teaching
Academics have taken to the use of computer in teaching much more readily than they adopted earlier
audio-visual media. This is because the strength of computers is their power to manipulate words and
symbols - which is at the heart of the academic. There is a trend to introduce eLearning or online learning
both in courses taught on campus and in distance learning. Distance education and eLearning are not
necessarily the same thing and can have very different cost structures. Whether eLearning improves
quality or reduce cost depends on the particular circumstances.
ICT according to a number of commentators, enhance teaching, learning, and research, both from the
constructivist and instructive theories of learning. Behind this increasing faith in the role of technology in
higher education however, lies implied acceptance of technology by various commentators, either as
neutral and autonomous, neutral and human controlled, autonomous and value laden, or human controlled
and value laden.
ICTs are a potentially powerful tool for extending educational opportunities, both formal and non-formal,
to previously underserved constituencies—scattered and rural populations, groups traditionally excluded
from education due to cultural or social reasons such as ethnic minorities, girls and women, persons with
disabilities, and the elderly, as well as all others who for reasons of cost or because of time constraints are
unable to enroll on campus.
ICTs make possible asynchronous learning, or learning characterized by a time lag between the delivery
of instruction and its reception by learners. Online course materials, for example, may be accessed 24
hours a day, 7 days a week. Teachers and learners no longer have to rely solely on printed books and other
materials in physical media housed in libraries (and available in limited quantities) for their educational
needs. With the Internet and the World Wide Web, a wealth of learning materials in almost every subject
and in a variety of media can now be accessed from anywhere at any time of the day and by an unlimited
number of people.

Basic functionalities of ICT

Effectiveness, cost, equity, and sustainability are four broad intertwined issues which must be addressed
when considering the overall impact of the use of ICTs in education. The educational effectiveness of
ICTs depends on how they are used and for what purpose. And like any other educational tool or mode of
educational delivery, ICTs do not work for everyone, everywhere in the same way.

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Effectiveness
The educational effectiveness of ICTs depends on how they are used and for what purpose. And like any
other educational tool or mode of educational delivery, ICTs do not work for everyone, everywhere and in
the same way. Effective could be viewed in the following manner.
Enhancing access: In higher education and adult training, there is some evidence that educational
opportunities are being opened to individuals and groups who are constrained from attending traditional
universities.

Raising quality:
The impact of educational radio and television broadcasts on the quality of basic education remains an
under-researched area, but what little research there is suggests that these interventions are as effective as
traditional classroom instruction. This view by stating that, of the many educational broadcast projects, the
Interactive Radio Instruction has been the most comprehensively analyzed.
In contrast, assessments of the use of computers, the internet and related technologies for distance learning
have been equivocal.

Cost
Broadly speaking, educational television broadcasts and computer-based and online learning are more
expensive than radio broadcasts. There is disagreement, however, over whether television broadcasts are
cheaper than computer-based and online learning. That said, categorical assessments of cost-effectiveness
are difficult to make because of lack of data, differences in programs, problems of generalization, and
problems of quantification of educational outcomes and opportunity costs. Speaking specifically of
computers and Internet ICT is “cost-effective” in educational settings, a definitive conclusion may not be
possible for a variety of reasons.
Common mistake in estimating the cost of a particular ICT educational application is to focus too much on
initial fixed costs: purchase of equipment, construction or retrofitting of physical facilities, initial materials
production, and the like.

Equity
Given the wide disparities in access to ICTs between rich and poor countries and between different groups
within countries, there are serious concerns that the use of ICTs in education will widen existing divisions
drawn along economic, social, cultural, geographic, and gender lines. Ideally, one wishes for equal
opportunity to participate.
The introduction of ICT in education, when done without careful deliberation, can result in the further
marginalization of those who are already underserved and/or disadvantaged. For example, women have
less access to ICTs and fewer opportunities for ICT-related training compared to men because of illiteracy
and lack of education, lack of time, lack of mobility, and poverty.

Sustainability
One aspect of development programs that is often neglected is sustainability. The long history of
development aid has shown that too many projects and programs start with a bang but all too soon fade

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out with a whimper, to be quickly forgotten. This is true for many ICT-based educational projects as well.
But cost and financing are not the only barriers to sustainability.
Economic sustainability refers to the ability of a school and community to finance ICT-enabled
programs over the long term. Cost-effectiveness is key, as technology investments typically run high and
in many cases divert funds from other equally pressing needs
Social sustainability is a function of community involvement. The school does not exist in a vacuum, and
for an ICT-enabled project to succeed, the parents, political leaders, business leaders and other
stakeholders is essential. Innovation can happen only when all those who will be affected by it. ICT-
enabled programs must ultimately serve the needs of the community.
Political sustainability refers to issues of policy and leadership. One of the biggest threats to ICT-enabled
projects is resistance to change. If, for instance, teachers refuse to use ICTs in their classrooms, then use
of ICTs can hardly takeoff, much less be sustained over the long term. Because of the innovative nature of
ICT enabled projects, leaders must have a keen understanding of the innovation process, identify the
corresponding requirements for successful adoption, and harmonize plans and actions accordingly.
Technological sustainability involves choosing technology that will be effective over the long term. In a
rapidly changing technology environment, this becomes a particularly tricky issue as planners must
contend with the threat of technological obsolescence. When making technology decisions, planners
should also not just consider cost factor but also the availability of spare parts and technical support.

Benefits of ICT in Higher Education

Use of ICT in education presents a unique opportunity to solve multitude of challenges quickly as well as at low
rate. Here is an overview of advantages of an ICT:-

Motivating Factor:- The internet can act as a motivating tool for many students. Young people are very
captivated with technology. Educators must capitalize on this interest excitement and enthusiasm about the Internet
for the purpose enhancing learning. For already enthusiastic learners, the internet provides them with additional
learning activities not readily available in the classroom.

Fast communication:- The internet promotes fast communication across geographical barriers. Students can
join collaborative projects that involve students from different states, countries or continents.

Co-operative learning:- The internet facilitates co-operative learning, encourages dialogue and creates
a more engaging classroom.
Locating Research materials:- Apart from communication, research is what takes many people to the
internet. There are many resources on the internet than the school library can provide.
Acquiring varied writing skills:- If students are required to publish their work on the internet, they
have to develop hypertext skills. These skills help students gain experience in non sequential writings.

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Challenges Associated With Use Of ICT In Education
There are so many factors that hinder the effective utilization of ICT in education. These factors have been
grouped into the following categories.
Infrastructure related challenges A country’s educational technology infrastructure sits on top of the
national telecommunications and information infrastructure. Before any ICT-based program is launched,
policymakers and planners must carefully consider the following:
In the first place, are there appropriate rooms or buildings available to house the technology? In countries
where there are many old school buildings, extensive retrofitting to ensure proper electrical wiring,
heating/cooling and ventilation, and safety and security would be needed.
Another basic requirement is the availability of electricity and telephony. In developing countries large
areas are still without a reliable supply of electricity and the nearest telephones are miles away.
Policymakers should also look at the ubiquity of different types of ICT in the country in general, and in
the educational system (at all levels) in particular. For instance, a basic requirement for computer-based or
online learning is access to computers in schools, communities, and households, as well as affordable
Internet service. In general, ICT use in education should follow use in society, not lead it. It is cheaper,
and easier, to introduce a form of technology into education, and keep it working, where education is
riding on the back of large-scale developments by governments or the private sector.

Capacity Building Challenges

There are various competencies that must be developed throughout the educational system for ICT
integration to be successful.
Teachers: Teacher professional development should have five focuses.
Skills with particular applications;
Integration into existing curricula;
Curricular changes related to the use of IT (including changes in instructional design);
Changes in teacher role; and
Underpinning educational theories
Research -on the use of ICTs in different educational settings over the years invariably identify as a barrier
to success shows the inability of teachers to understand why they should use ICTs and how exactly they
can use ICTs to help them teach better. Unfortunately, most teacher professional development in ICTs is
heavy on “teaching the tools” and light on “using the tools to teach.” Teacher anxiety over being replaced
by technology or losing their authority in the classroom as the learning process becomes more learner-
centered an acknowledged barrier to ICT adoption can be alleviated only if teachers have a keen
understanding and appreciation of their changing role.
Education administrators: Leadership plays a key role in ICT integration in education. Many teacher- or
student-initiated ICT projects have been undermined by lack of support from education administrators.
For ICT integration programs to be effective and sustainable, administrators themselves must be
competent in the use of the technology, and they must have a broad understanding of the technical,
curricular, administrative, financial, and social dimensions of ICT use in education.

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Technical support specialists: Whether provided by in-school staff or external service providers, or both,
technical support specialists are essential to the continued viability of ICT use in a given school.
While the technical support requirements of an institution depend ultimately on what and how technology
is deployed and used, general competencies that are required would be in the installation, operation, and
maintenance of technical equipment (including software), network administration, and network security.
Without on-site technical support, much time and money may be lost due to technical breakdowns.
Content developers: Content development is a critical area that is too often overlooked. There is a need to
develop original educational content (e.g., radio programs, interactive multimedia learning materials on
CDROM or DVD, Web-based courses, etc.), adapt existing content, and convert print based content to
digital media.

Challenges Related to Financing the Cost of ICT Use

One of the greatest challenges in ICT use in education is balancing educational goals with economic
realities. ICTs in education programs require large capital investments and developing countries need to
be prudent in making decisions about what models of ICT use will be introduced and to be conscious of
maintaining economies of scale. Ultimately it is an issue of whether the value added of ICT use offsets the
cost, relative to the cost of alternatives.
Put another way, is ICT-based learning the most effective strategy for achieving the desired educational
goals, and if so what is the modality and scale of implementation that can be supported given existing
financial, human and other resources?

High Cost to the Consumer

The cost to the consumer of ICT services is quite expensive. Staff, students and researchers visit on-
campus business cyber cafes to use the Internet: As a result of the high cost, student and staff browse only
when absolutely necessary.

High Cost of Ownership

There is a realization that the government alone cannot adequately shoulder the high cost of quality
education in the 21 st century. Partnership between government, industry and stakeholders appears to be
the preferred option. A number of organizations for example, Education Trust Fund (ETF), Petroleum
Technology Development Fund (PTDF), etc donate ICT laboratories equipped with 20-50 computers to
some tertiary institutions.

Unsteady and Inadequate Electrical Power Supply

The irregular supply of electrical power has crippled the Nigerian economy and hindered the progress of
research carried out by institutes, groups and individuals in the country. It is maddening for any
establishment to start off new projects without addressing the almighty power supply problem. It is even
worse to embark on extensive ICT project within an educational institution, without solving power
problems first. The Federal government is however, working towards improving the generation of enough
megawatts of power in the country.

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 High running and subscription costs;
Lack of good publicity and incentives to attract potential users;
Identification of information sources that meet the needs of users;
Poor Quality of Service of the internet and telecommunication services;
Effective management of network traffic and infrastructure
The solution strategy towards bridging the digital divide demands an aggressive human capacity building
in ICT through training workshops, seminars and courses in collaboration with local and international
institutions.

Recommendations
The quality of programs as measured by fitness for purpose should continue to grow, if the stakeholders
perceive the various educational programs as meeting their needs and expectations. ICTs serve to provide
the means for activities to realize the potential in human resources. Furthermore, adequate funds must be
provided to initiate, develop, promote, review and implement ICT policies in the educational sector to
bring about an improvement on ICT utilization, through computer apprentices courses taught in vigerian
tertiary institutions. In this period of economic recession, the price of ICT equipment and materials will
continue to the astronomical. It becomes highly imperative for all stakeholders of education to entice
industrial establishments, politicians, big businessman and entrepreneurs, non-governmental organizations
and the community at large to assist the institutions in the provision of ICT equipment and materials and
well finished computer laboratories.

Conclusion
The use of ICT in education is now seen worldwide as both a necessity and an opportunity. Issues and
challenges of ICT in education deal with the use of ICTs within educational technology. The main issues
and challenges of ICT in education mean implementation of ICT equipments and tools in teaching-
learning process as a media and methodology. The issues and challenges of ICT in education is generally
to familiarize students and teachers with the use and workings of computers and related technologies as
well as the social, ethical, technological, costs, and electricity challenge to mention but few, of the use of
ICT in education.
ICT play vital role as a strong agent for change among many educational practices i,e conducting online
exam, pay online fees, accessing online books and journals. Thus ICT in Higher education improves
teaching learning process, provides the facility of online learning to thousands to thousands of learners
who cannot avail the benefits of higher education due to several checks, such a time, cost, geographical
location etc. Once again ICT serve to provide the means for much of this activity to realize the potential it
holds.

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