AN EVALUATION OF AVAILABILITY OF ICT BASED MATERIALS IN SENIOR SECONDARY SCHOOLS IN PORT HARCOURT
CHAPTER ONE
INTRODUCTION
Background to the Study
Information communication technologies (ICTs) are information handling tools that are used to produce, store, and process, distribute and exchange
information. These different tools are now able to work together, and combine to form networked world-which reaches into every corner of the globe (UNDP
Evaluation Oice, 2001). It is an increasingly powerful tool for participating in global markets, promoting political accountability; improving the delivery of
basic services; and enhancing local development opportunities (UNDP, 2006). According to Ogunsola (2005) ICT “is an electronic based system of information
transmission, reception, processing and retrieval, which has drastically changed the way we think, the way we live and the environment in which we live”. It
can be used to access global knowledge and communication with other people (Ogunsola, 2005).
Students who use ICT based materials stand a chance of gaining deeper understanding of complex topics and concepts and are more likely to recall
information and use it to solve problems outside the classroom (Apple Computer, 2002). In addition, through ICT based materials, students extend and
deepen their knowledge, investigation, and inquiry. According to Apple computer (2002), Information communication technology (ICT) has no doubt changed
the face of teaching and learning globally. Globally, the Information and Communication Technology (ICT) world has initiated a transition of emphasis from an analogue educational research based technological development to that of a digital knowledge based technological development in education. This has made it one of the basic building blocks of modern society.
The technological change process has accelerated in tandem to create a new world power based ICT. Although ICT based materials have been looked upon as
tools for the implement of the standard of education in any nation, the level of compliance in implementing the ICT based materials in instructional
development process leaves much to be desired in the Nigerian higher education system.
Recent developments in ICT have drastically aected
educational procedure for improved quality of education oered
to students at all levels. ICT based in instructional delivery in secondary schools will serve a dual purpose and more efficient classroom instruction (Nzewi, 2009; Umoren, 2006).
It is in the pursuance of the need to access international best practices that the Federal government reviewed the National Policy on Education (1998) to the
current one (NPE, 2004) to accommodate the introduction of ICT into the school system in keeping with the dynamics of social change and its demand on education.
