Research confirms that ICT development and application are not well established in Nigeria because of poor information infrastructure (Adomi, 2006; Aginam, 2006). It was reported by Southwood (2004) that more than 40% of the population of Africa is in areas not covered by telecom services. Schools located in such areas will experience ICT connectivity problems. This finding is corroborated by Ndiku (2003), Wims and Lawler (2007) who discovered that insufficient number of computers and peripheral device inhibit development of ICT by teachers and by Plante and Beattie (2004) who observed that inadequate ICT was a challenge to integration of technologies in Canadian schools. similarly, Okwudishu (2005) discovered that unavailability of some ICT component in the schools hampered teachers’ use of ICT. This problem may be due to underfunding (Enakrire & Onyenenia, 2007).
Electricity failure has been a persistent problem militating against ICT application and use in Nigeria (Adomi, 2005a; Adomi, Omodeko & Otete, 2004; Adomi, Okiy & Ruteyan, 2003). This makes the few schools with ICT facilities unable to use them regularly.
The Nigerian Federal Government 1988 policy introduced computer education to the high schools (Okebukola, 1997). The only way this policy was implemented was the distribution of computer to Federal Government high schools, which were never used for computer education of the students. No effort was made to distribute computers to state government or private schools. although, the government planned to integrate ICTs into the school system and provide schools with infrastructure, concerted efforts have not been made to provide facilities and trained personnel. Thus most schools do not yet offer ICT training programmes (Goshit, 2006).
The main problem facing Nigeria and its ICT programme is workforce training (Goshit, 2006). Teaching as a profession in Nigeria is considered to be for poor people, therefore the few professionals available prefer to work in companies and industries where they earn better salaries. With this deplorable condition, teachers are not motivated to go the extra mile in assisting the students to acquire computer education (Oduroy n.d).
Cost has been reported as one of the factors which influence provision and use of ICT services (Adomi, 2006). The cost of computer is too high for many to afford monthly internet rates are exorbitant and the charges for satellite television are unaffordable for most people in Africa (Brakel & Chiseuga, 2003). This has made it difficult for Nigerian secondary schools to acquire and install ICT facilities for the use of teachers and students.
There is widespread ignorance and misconception about ICTs amongst Nigerians (Ighoroje & Ajayi, n.d). One of the major inhibitors to Nigeria fully embracing ICT is the average Nigerian lacks general exposure to ensure them. For most Nigerians it is unfamiliar, distant and mysterious. Rather than being seen as a tool for personal and national development, information technology is seen as hurdle (NITDA, 2003). Some Nigerians are not aware of the existence and importance of the internet (Adomi, Okiy, & Ruteyan, 2003).
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