Some
of the challenges of information and communication technology according to
Kanno and Onyechu (2009) are:
1. Lack
of Expertise Knowledge on the Use of ICT: Majority of the teachers in Nigerian
schools are computer illiterates. This is a very big problem militating against
the use of ICT in commerce teaching.
2. Lack
of Computers in Nigerian Schools: In most schools there are no computers for
learners use, in some where they are available, and they are inadequate. A
situation where there is only one computer donated by a philanthropist in a
school makes one to wonder how the entire students can learn with only one
computer. In a situation where there is none, it means that none will be used
in the school for all round development of the child. Lamenting on the damages
done by lack of access to computer, Tuoyo (2007) stressed that inability to
access computers mean creating more social illiteracy and economic denial of
the right of children especially the exceptional children to fully participate
in the school system and in the society at large.
3. Lack
of Awareness of Instructional Values of ICT Facilities: Teachers are not aware
of the instructional value of ICT facilities. This prevents them for using
them.
4. Teachers
Unwillingness to Integrate ICT in their Teaching: Most teachers are unwilling
to integrate ICT in teaching. Even if they are computer literates, many prefer
to use that knowledge of computer in making business instead of using them in
teaching.
5. Problem
of Electricity: Lack of electricity is another constraint militating against
the use of ICT in teaching. Since ICT facilities require electricity for them
to be functional, where there is no electricity computers will be kept unused.
6. Inadequate
Fund: Fund refers to money needed for executing a project. Computers and other
ICT facilities are very expensive, when enough money is not available in the
school, ICT facilities will be seen as less important project.
7. Lack
of Personnel for Maintaining ICT Facilities: This is another problem affecting
the use of ICT in teaching. In Nigeria, few people are available for
maintaining ICT facilities. As a consequence, when any of the accessories break
down, the system will be packed waiting for repair, which may take a very long
time. On this ground, Mkpa (2007) laments that the required personnel or
manpower to maintain the system are very much in short supply.
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