Samuel Ereyi Aduwa-Ogiegbaen

Bio: Samuel Ereyi Aduwa-Ogiegbaen is an academic researcher from University of Benin. The author has contributed to research in topics: Information technology & Educational technology. The author has an hindex of 2, co-authored 2 publications receiving 187 citations.

Using Information and Communication Technology in Secondary Schools in Nigeria: Problems and Prospects.

Abstract: Though it has been rightly said that what is wrong with education cannot be fixed with technology; there is no doubt that modern life is dominated by technology. There is universal recognition of the need to use Information and Communication Technology (ICT) in education as we enter the era of globalization where the free flow of information via satellite and the internet hold sway in global information dissemination of knowledge. Already, Nigeria is on he wrong side of the international digital divide, as it has not made significant effort to integrate ICT into secondary school curriculum. A great deal of instructional and administrative work in secondary school in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the use of ICT in secondary education in Nigeria. It identifies he high cost of computer hardware and software; weak infrastructure; lack of human skills and knowledge in ICT, and lack of relevant software appropriate and culturally suitable to Nigeria as the major stumbling block o the adoption of ICT in secondary education in Nigeria. Also, secondary schools in Nigeria are not given adequate funds to provide furniture, relevant textbooks and adequate classroom let alone being given adequate fund for high-tech equipment. At present the cost of subscribing to the Internet is too high for many of the impoverished secondary schools in Nigeria. In modern society, Nigeria needs ICT to aid teaching and learning and educational management. ICT is an instrument for the economic and technological development in the 21 st century; therefore, Nigeria cannot afford to be on the wrong side of the digital divide.

Availability and Utilization of Classroom Computers Across Urban and Rural Schools in Southwestern Nigeria

Abstract: The purpose of this study was to determine the availability and use of classroom computers in urban and rural schools in Southwestern Nigeria. Since it is nearly a universal agreement that, when properly utilized, computers hold a great deal of promise to improve teaching and learning, it is pertinent to ascertain the availability of computer facilities and their use by teachers in secondary school in urban and rural schools in Southwestern Nigeria. Data for the study was collected through a structured questionnaire which was administered to 540 (300 male and 240m female) teachers in the schools. The result indicated that the urban schools were better equipped with computers than the rural schools. Also, it was found that the female teachers utilized computer facilities in their instructional activities than the male teachers. Recommendations were made as to how the situation can be improved in terms of computer supply and usage in the schools.

Application of ICTs in Nigerian Secondary Schools

Abstract: Introduction 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 help relate school experience to work practices, create economic viability for tomorrow's workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). In a rapidly changing world, basic education is essential for an individual be able to access and apply information. Such ability must find include ICTs in the global village. 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 counties, especially in Africa, are still low in ICT application and use (Aduwa-Ogiegbean and Iyamu, 2005). This paper focuses on ICT application in Nigerian secondary schools. It particularly dwells on the importance of ICT and the causes of low levels of ICT application in Nigerian secondary schools. Recommendations for improvement are offered. The Need for ICT Application in Nigerian Secondary Schools Improved secondary education is essential to the creation of effective human capital in any country (Evoh, 2007). The need for ICT in Nigerian secondary schools cannot be overemphasized. In this technology-driven age, everyone requires ICT competence to survive. Organizations are finding it very necessary to train and re-train their employees to establish or increase their knowledge of computers and other ICT facilities (Adomi and Anie, 2006; Tyler, 1998). This calls for early acquisition of ICT skills by students. The ability to use computers effectively has become an essential part of everyone's education. Skills such as bookkeeping, clerical and administrative work, stocktaking, and so forth, now constitute a set of computerized practices that form the core IT skills package: spreadsheets, word processors, and databases (Reffell and Whitworth, 2002). The demand for computer/ICT literacy is increasing in Nigeria, because employees realize that computers and other ICT facilities can enhance efficiency. On the other hand, employees have also realized that computers can be a threat to their jobs, and the only way to enhance job security is to become computer literate. With the high demand for computer literacy, the teaching and learning these skills is a concern among professionals (Oduroye, n.d.). This is also true of other ICT components. New instructional techniques that use ICTs provide a different modality of instruments. For the student, 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 currently not fully implemented in the Nigerian school system (Emuku and Emuku, 1999 & 2000). ICT application and use will prove beneficial in improving Nigeria's educational system and giving students a better education. A technologically-advanced workforce will lead to ICT growth in Nigeria, with the potential to improve military technology and telecommunications, media communications, and skilled ICT professionals who will be well-equipped to solve IT problems in Nigeria and other parts of the world (Goshit, 2006). …

Appraising the relationship between ICT usage and integration and the standard of teacher education programs in a developing economy

Abstract: In this study, the author presents a relatively detail analysis of a survey research conducted on the impact and uses of ICT and the issues that underlie the integration of ICTs in teacher education programs in Nigeria. The theme (ICT) is one of the variables tested on a study conducted by the researcher on “the relationships between funding, ICT, selection processes, administration and planning and the standard of teacher education in Nigeria.” The data for the study were gathered through a two page questionnaire administered to 180 respondents who were accessible in the Faculties of Education and School of Education of the selected institutions. In total, 154 questionnaires were retrieved which represents 86% return rate. At the same time, the data were analyzed quantitatively using SPSS version 13.5 software program of a computer. The results of the survey carried out amid universities and College of Education staff perception of the impact of ICT on teacher education in Nigeria suggested that the respondents were disgruntled with the sluggish use and integration of ICT in both the states and federal government owned institutions of higher education in general and into teacher education programs in particular.

Factors affecting ICT expansion in emerging economies: An analysis of ICT infrastructure expansion in five Latin American countries

Abstract: High-quality information and communication technology (ICT) infrastructure is essential for developing countries to achieve rapid economic growth. International trade and the structure of the global economy require a level of integration that is achievable only with sophisticated infrastructure. Since the early 1990s, international institutions have been pushing developing nations to deregulate and heavily invest in ICT infrastructure as a strategy for accelerating socioeconomic development. After more than a decade of continued investments, some countries have still not achieved expected outcomes. Recently, the International Telecommunications Union (ITU) has called for empirical research to assess the performance and impact of ICT expansion in developing countries. In this article, we respond to this call by investigating factors affecting the efficiency of ICT expansion in five emerging economies in Latin America. Our findings demonstrate that deregulation is not enough to effect efficient ICT expansion, and we argue that existing conditions (economic factors, human capital, geography, and civil infrastructure factors) must also be considered. We conclude by asserting that policy makers can more easily realize socioeconomic development via ICTs if they consider these conditions while cultivating their technology strategies. © 2009 Wiley Periodicals, Inc. Ramiro Montealegre is the accepting Associate Editor for this article.

Teaching in 21st century: students-teachers’ perceptions of technology use in the classroom

Abstract: The rapid growth of technology encourages teachers especially who teach English as a foreign language to use it while presenting material and giving instruction in the classroom. Technology, as the newest instructional media developed in this globalization era, presents situation which helps the students to have new authentic and meaningful learning experiences engaging their effort and behavior by providing more fun and effective learning atmosphere. In addition, it provides the opportunity for the students to work collaboratively and easily access the information that can supplement their learning experience. Those benefits become the central part of 21 st century education which should be optimized in order to create sophisticated learning immersion and maximize the quality of students in the future. In this research, some media techolog ies are introduced to one hundred student-teachers having Technology Enhanced Language Learning class . Those media, P rezi as online software presentation, Glogster as visual online poster,Edmodo as online networking application , Toondoo as online cartoon strip making and Goanimate as animated video creation, are known as web-based instructional media which can be used by them to teach English as a foreign language. However, questionnaire and interview are used to obtain the data. It aims to investigate their perception while preparing their teaching by using those applications.