Information and Communication Technology (ICT) is a diverse set of technological tools and resources used to communicate and to create, disseminate, store, and manage information (Blurton, 1999). This means ICT help in the storage and management of information. Ayo (2001) also defined ICT as the use of computer system and telecommunication equipment in information processing. ICT as described by Scott (2002) encompasses a range of applications, communications and technologies which aid information retrieval and research communication and administration. These include: internet access, electronic mail, CD-Roms, telephone, online databases, library services and machines. It has become a global phenomenon of great importance and concern in all aspect of human endeavour spanning across education, government, business, labour market, shares, productivity, trade, agriculture, commerce and others.
Tinio (2002) indicated that ICTs are potentially powerful tools for expanding education opportunities, both formal and non-formal, to previously underserved constituencies scattered, and rural population, 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 other who for reasons of cost or because of time constraints are unable to enroll on school. Tinio further noted that ICT can expand access to education in the following ways:
a. Anytime, anywhere: One defining feature of ICTs is their ability to transcend time and space. ICTs make possible asynchronous learning, or learning characterized by a time lag between the delivery of instruction and its reception by learners. ICT-based educational delivery also dispenses with the need for all learners and the instruction to be in one physical location.
b. Access to remote learning resources: 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 worldwide 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.
c. Improving the quality of education and training is a critical issue, particularly at a time of educational expansion. ICTs can enhance the quality of education in several ways; by increasing learning motivation and engagement by facilitating the acquisition of basic skills and by enhancing teacher training (Haddad & Jurich, 2002). ICTs are also transformational tools which when used appropriately can promote the shift to a learner centered environment.
d. Motivation to learn: ICTs such as videos, television and multimedia computer software that combine text, sound and colourful moving images can be used to provide challenging and authentic content that will engage the students in the learning process.
e. Enhancing teacher training: ICTs have also been used to improve access to and the quality of teacher training (http://www.eprimers.org).
The introduction of ICT into school clearly changes the way education is conducted. Not only is it possible to work with distance learning and achieve a chosen collaboration between schools, ICT is also paving the way for a new pedagogical approach where students are expected to play more active role than before. Using information and communication technology (ICT) as a tool in education, students should be able to communicate, create preservatives in power point and interact with colleagues and teachers using technology and so on. For countries to benefit from technological development a cadre of professional has to be educated with sound ICT background with various computer platforms and software environment.
Nowadays the role of information and communication technology, especially internet in education sector plays an important role especially in the process of empowering the technology into the educational activities. Education sector can be the most effective sector to anticipate and eliminate the negative impact of ICT. The main purpose of the strategy for ICT implementation in education is to provide the prospects and trends of integrating ICT into the general educational activities.
Saverinus (2008) highlighted the aims and objectives of ICT implementation in education, and they are as follows:
a. To implement the principle of long-life learning education.
b. To increase a variety of educational services and medium/method.
c. To promote equal opportunities to obtain education and information.
d. To develop a system of collecting and disseminating educational information.
e. To promote technology literacy for all citizens, especially for students.
f. To develop distance education with national contents.
g. To promote the culture of learning at school (development of learning skills education, open source of education etc.).
h. To support schools in sharing experience and information with others.
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