The Promises of ICT on Tertiary Education

Introduction

The advent of Information and Communication Technology changes

the face of the earth. The change includes the lifestyle, personal and

economic development, and the vision and mission of education.

Information and Communication Technology (ICT) has become a key

tool in acquiring, processing and disseminating knowledge. It has become an

imperative tool for measuring development of a nation in the 21st century.

The revolutionary impact of ICT on all sphere of the society has not spared

the educational sector. Education is a prerequisite of today’s knowledge-based

economy. The production and use of new knowledge required a more educated

population. ICT is playing a major role in the acquisition and diffusion of

knowledge which are fundamental aspects of the education process. It is

offering increasing possibilities of codification of knowledge about teaching

and for innovation in teaching activities through being able to deliver

learning cognitive activities anywhere at any time (Larsen and Vincent-

Lancrin, 2005). The availability of the Internet has given rise to an electronic

approach to the educational system called e-learning. Tertiary educational

institutions have always being at the forefront of new scientific discoveries

and innovations brought about by the activities of teaching, learning and

research. E-learning is becoming increasingly prominent in tertiary

education. E-learning being delivered on the platform of ICT infrastructure

promise to widen access to education and improve quality of education at

reduced cost. Apart form electronic learning, ICT infrastructures are being

widely used to support teaching, learning and research activities in tertiary

education. Such infrastructures include personal computers, specialized

software, handheld devices, interactive whiteboard, intranet and visual

library. Despite the potentials of ICT to enhance the activities of teaching,

learning and research, report showed that the application of ICT in Nigerian

tertiary institutions is less than five percent (Guardian, 2007). The reasons

for the under utilization of ICT are due to some challenges which are

highlighted in this paper. This paper takes a look at the prospects of e–

learning in tertiary education and the support offered by other ICT

infrastructures to the activities of teaching learning and research. The paper

further highlights the challenges facing the adoption of e–learning and

utilization of ICT infrastructure in Nigerian tertiary education, (280 Adedoyin

A.A, Akinnuwesi B.A. and Adegoke M.A.,2006).

According to Kurt Larsen and Stéphan Vincent-Lancrin the promises of

e-learning for transforming tertiary education and thereby advancing the

knowledge economy have rested on three arguments: E-learning could

expand and widen access to tertiary education and training; improve the

quality of education; and reduce its cost. The paper evaluates these three

promises with the sparse existing data and evidence and concludes that the

reality has not been up to the promises so far in terms of pedagogic

innovation, while it has already probably significantly improved the overall

learning (and teaching) experience. Reflecting on the ways that would help

develop e-learning further, it then identifies a few challenges and highlights

open educational resource initiatives as an example of way forward. The first

section of the paper recalls some of the promises of e-learning; the second

compares these promises and the real achievements to date and suggests

that e-learning could be at an early stage of its innovation cycle; the third

section highlights the challenges for a further and more radically innovative

development of e-learning. Knowledge, innovation and Information and

Communication Technologies (ICTs) have had strong repercussions on many

economic sectors, e.g. the informatics and communication, finance, and

transportation sectors (Foray, 2004; Boyer, 2002). What about education?

The knowledge-based economy sets a new scene for education and new

challenges and promises for the education sector. Firstly, education is a

prerequisite of the knowledge-based economy: the production and use of

new knowledge both require a more (lifelong) educated population and

workforce. Secondly, ICTs are a very powerful tool for diffusing knowledge

and information, a fundamental aspect of the education process: in that

sense, they can play a pedagogic role that could in principle complement (or

even compete with) the traditional practices of the education sector. These

are the two challenges for the education sector: continue to expand with the

help (or under the pressure) of new forms of learning. Thirdly, ICTs

sometimes induce innovations in the ways of doing things: for example,

navigation does not involve the same cognitive processes since the Global

Positioning System (GPS) was invented (e.g. Hutchins, 1995); scientific

research in many fields has also been revolutionised by the new possibilities

offered by ICTs, from digitisation of information to new recording, simulation

and data processing possibilities (Atkins and al., 2003). Could ICTs similarly

revolutionise education, especially as education deals directly with the

codification and transmission of knowledge and information – two activities

which power has been decupled by the ICT revolution?

The education sector has so far been characterised by rather slow

progress in terms of innovation development which impact on teaching

activities. Educational research and development does not play a strong role

as a factor of enabling the direct production of systematic knowledge which

translates into “programmes that works” in the classroom or lecture hall

(OECD, 2003). As a matter of fact, education is not a field that lends itself

easily to experimentation, partly because experimental approaches in

education are often impossible to describe in precisely enough to be sure

that they are really being replicated (Nelson, 2000). There is little codified

knowledge in the realm of education and only weak developed mechanisms

whereby communities of faculty collectively can capture and benefit from

the discoveries made by their colleagues. Moreover, learning typically

depends on other learning inputs than those received in the class or formal

education process: the success of learning depends on many social and

family aspects that are actually beyond the control of educators.

Information and communication technologies potentially offer

increased possibilities for codification of knowledge about teaching and for

innovation in teaching activities through being able to deliver learning and

cognitive activities anywhere at any time. Learning at a distance can

furthermore be more learner-centred, self-paced, and problem solving-based

than face-to-face teaching. It is also true, however, that many learning

activities cannot be coordinated by virtual means only. The emulation and

spontaneity generated by physical presence and social groupings often

remain crucial. Likewise, face-to-face exchanges are important when they

enable other forms of sensory perception to be stimulated apart from these

used within the framework of electronic interaction. However, the influence

of distance and time is waning now that the technological capacity is

available for knowledge-sharing, remote access and teamwork, and

organising and coordinating tasks over wide areas (OECD, 2004a).

Focusing on tertiary education, this paper examines the promises of

ICTs in the education sector, first as a way to better participate in the

advancement of the knowledge economy, second as a way to introduce

innovations. Leaving aside the impact of ICTs on the research or e-science

performed by tertiary education institutions (see Atkins and al., 2003; David,

2004), we concentrate on e-learning, broadly understood as the use of ICTs

to enhance or support learning and teaching in (tertiary) education. E-

learning is thus a generic term referring to different uses and intensities of

uses of ICTs, from wholly online education to campus-based education

through other forms of distance education supplemented with ICTs in some

way. The supplementary model would encompass activities ranging from the

most basic use of ICTs (e.g. use of PCs for word processing of assignments)

through to more advanced adoption (e.g. specialist disciplinary software,

handheld devices, learning management systems etc.). However, we keep a

presiding interest in more advanced applications including some use of

online facilities.

Related Literature

The Impact and Promises of ICT in Tertiary Education

Based on the study on The Prospects and Challenges of ICT in

Nigeria Tertiary Education conducted by Adedoyin A.A, et. al., ICT has the

following impact and promises:

1. Electronic Learning (E-learning)

Electronic learning is an electronic delivery and administration of

learning opportunities and support via computer network and web-based

technology (Akinyemi et al, 2007). It covers a wide range of systems, from

students using e-mail to accessing course work on-line. E–learning can be of

different types: Web-supplemented, Web-dependent and mixed mode

(OECD, 2005). Application and processes of e-learning include web-bases

learning, computer-based learning, virtual classroom, video-conferencing

and digital collaboration where contents are delivered via the internet,

intranet/ extranet, audio/ or video tape, satellite TV, CD-Rom. E-learning

creates a self-centered approach to learning by relaxing time and space, it

enrich learning content and enhance wider access to information resources.

When the potential of e–learning is fully harnessed, it could advance

knowledge by expanding and widening access, improving the quality of

education and reducing cost. When the needs are huge, fully online learning

can be crucial and possibly the only realistic means of increase and widen

access to tertiary education. Some developing countries like Nigeria have

many young people craving for tertiary education and too small an academic

workforce to meet the huge demand; training new teachers would take much

time and cost, e-learning might be a means for many potential students and

learners to study (World Bank, 2003).

Institutions worldwide are adopting Learning Management System

(LSM) software developed for administration and teaching in tertiary

education. The software enables the treatment of enrolment data

electronically, offer electronic access to course materials and carry out

assessments as well as offering online interaction between faculty and

students (OECD, 2005)

Apart from e-learning, other ICT infrastructures are also aiding:

a. Effective teaching and learning in the traditional classroom setup.

Availability of personal computers and its accessories have enhanced

the output of teachers and students. Computer Aided Instruction (CAI)

software which are tutorial software are widely available to

compliment classroom work. These Revitalization of African Higher

Education 281software sometimes have limited capabilities, but very

useful in presentation of graphics that aid learning.

b. Handheld devices like mobile note takers are

available to aid learning in term of mobility.

c. Interactive White Board is another infrastructure that allows the

projection of images generated by computer onto a touch sensitive screen

that is of the size of the traditional white board. The Interactive White Board

provides instant access to materials form variety of sources and possibility of

using pre-prepared lectures that move without apparent from visual to

verbal and vise-visa.

d. Intranet is a web-based collaboration among members of the same

group. In education system, Intranet aids collaboration among staff and

students of the same department, faculty or institution (Obaniyi and

Soroyewun, 2007). It serves as a repository of academic materials and

knowledge available for use by members of the same academic group. In

Intranet, collaboration is faster and cost effective with the removal of cost

associated with Internet connectivity.

e. Visual library is another area where ICT is aiding teaching, learning

and research. Visual library sites provide access to a large volume of library

resources (articles, journals, books, etc.) and online reference services via

the Internet.

2. Research

Scientific research is a core activity in tertiary institutions. This activity

has been revolutionized by the possibilities offered by ICT; from digitization

of

information to new recording, simulation and data processing possibilities.

Advance ICT infrastructure offers the resources, information and

collaboration needed to solve fundamental scientific problems. This has

resulted in finding solutions to grand challenges, such as accurate weather

forecasting, building more energy efficient automobiles, designing life-saving

drugs and lots more (Adedoyin and Akinnuwesi, 2006).

3. Solving Grand Challenges:

High performance computer, software and high-speed networks allow

researchers access to more computational resources. This has resulted in the

achievement of grand feats such as accurately modeling earth’s climate,

design and simulates high-speed civic transport, improve detection of cancer

and enhance the recovery of oil and gas from reservoirs.

282 Adedoyin A.A, Akinnuwesi B.A. and Adegoke M.A

.

4. Enabling Remote Access to Scientific Instruments:

Advance in networks and visualization software has enabled scientists

to

control and share scientific resources such as network electron microscope,

radio telescope etc.

5. Supporting Scientific Collaborations:

The internet has allowed scientists all over the world access to

database,

documents and communicate with colleagues.

People will enjoy the future of Information Technology as cited by

Copernicus, (2010) in his book are the following:

A. The Promise of NanoComputers

This is about designing an ultra -tiny chips and electrical

conductors. One of the best applications of nanocomputers is the

design and construction of nanorobot. A nanorobot can be program

to serve as antibodies. This will help human and hospital patients to

be protected against pathogenic bacteria and viruses that keep

mutating. The mutation of these bacteria and viruses will render

many remedies ineffective against new strains. Nanorobots are

predicted to be part of the future of the medical science.

B. Optical Computers

In today’s computer, electrons travel between transistor switches

on copper to store and process information. In Optical computer,

protons travel on fibers or thin films to store and process data.

This will make an optical computer to have faster speed and

processing capability and more compact, and with larger

bandwidth compared to our modern computers today. In the

near future, optical computers will eliminate the enormous

copper wires used in the printed circuit board (PBC) of our

computer.

C. Holographic Storage

The holographic storage technology leverages the advances

across a number of technologies from micro-mirror arrays to new

non-linear polymer recording media. This storage technology

offers high storage capacity and very high speed data access,

because the holographic access methods read an entire page of

data in access operation. Our present storage technology today

that uses the optical storage technology only reads and writes

data by altering an optical medium on a per bit basis, while

holographic storage technology records an entire interference

patterns all at once.

D. Protonic Memory

The Protonic memory technology solves the usual dilemma of

losing your hours of work when accidentally the electrical power

outage happens or in the event of a system crash. The photonic

memory technology retains electrical power even such unusual

occurrence happen while you work with your computer. The

photonic memory devices uses embedded which remain where

they are when the power turns off, thus preserving the data.

E. Next Generation Internet

The new generation Internet has a capability to split the

spectrum of light travelling the Internet’s s optical networks,

allowing high priority traffic to pass at the highest and least

uninterrupted frequency, while passing low priority traffic along

at a lower frequency. The new generation Internet employs ultra

high speed switching and transmission technologies and end

network connectivity at more than 1 gigabyte per second(Gbps),

approximately 1000 times faster than today’s Internet. This is

not only the goal of the new generation internet; it will attempt

to come up with 1 Terabyte per second (Tbps) high speed

network connection.

F. The Orbiting Internet

The Teledesic was created to provide affordable access to an

advanced Internet connection to all parts of the world that will

never get such advanced capabilities through existing

technologies. Basically, the Teledesic is an orbiting Internet that

provides advanced digital broadband connections to all those

parts of the world that are not likely to get those capabilities

through wire-based telecommunication infrastructure. The

Teledesic uses the wireless technology to access the advanced

network connections and will send signal-blocking by terrain,

building, and foliage.

DISCUSSION/INSIGHTS

The use of Information and Communication Technology all over the

world changes the face of teaching, learning and research. This has been the

dreamt of all the nations throughout the whole world especially those who

are in the third countries, that ICT must be utilized in the Educational System

to make learning widely available, fast, and low cost.

The topic is all about The Promises of ICT on Tertiary Education. Based

on my researches in the books and in the internet, there are lots of them. It

tells of the use of technology in order that learning and teaching in the

tertiary education are made easy. Based on my own understanding/personal

views regarding the topic, it is what and how ICT helps the students in

tertiary education. It means that technology is assumed available to all

students in schools and the students’ part is only to make use of it and enjoy

what technology can do to them.

It has been also assumed that this kind of nature of learning things is

also made accessible not only to the tertiary but also to the secondary and

down to the elementary levels. This must be done so that there will be a

mastery of the skills in operations and manipulations of ICT infrastructures.

However, maybe the emphasis is on the tertiary level thinking that this is the

high time for the students to prepare for their career in the coming future. I

mean there would be an intense training occurred in the tertiary level

compared to the lower education levels.

I cited this case because of what happen to me. Much to my honesty, I

have not been used to this kind of exposure. That is why, even if I am not

asked I will really take this opportunity to share that I have really the

difficulty in dealing with ICT practices/ skills in this course. If I did not enrol in

Ph.D. program, I could not have been experienced this challenging subject.

Again it is for the reason of being too late. However, I take it positively. It is

better late than never at all. Much to my surprise as I only allow myself open

to this kind of training I was able to learn many things and I enjoyed a lot.

Another limitation I experienced was the unavailability and the

inaccessibility of that technology during my schooling years even up to the

present. In our working place, we have very limited resources and besides

lack of skilled teachers to handle it.

Regarding the pros and cons of the advent of this technology I have

also this concern. Besides the facility of learning, it also becomes effective

and abundant. In a less time required much can be done. I mean learning,

teaching, and research are made so fast and easy. On the contrary tolerable

cons could also happen in this case. Here, students are tempted to just

simply copy and paste and apply it to their research papers. There is really

failure in reading the whole passage/article thoroughly and comprehending

it. Another thing is the eagerness and the interest to find books which are

also best sources for researches are about to lost from the students’ part.

Another negative effect of the existence of ICT is that students are

becoming lazy. Instead of discovering many things and wonders in

themselves they turned right away to computers and spent for the whole

day. Cutting classes and absenteeism from classes are part of its effect.

References:

Adedoyin, A.A., & Akinnuwesi, B.A. (2006). National InformationInfrastructure in Nigeria: Benefits and Government Roles.Proceedings of the 20th National Conference of the Nigeria ComputerSociety, 17, 116 - 126 .

Akinyemi, I.O., Daramola J.O., & Adebiyi A.A. (2007). Grid-Enabled ELearningFramework for Nigerian Education. Proceedings of the 21stNational Conference of the Nigerian Computer Society, 18, 91-98.

Copernicus, Pepito P. (2010). Introduction to Computer Fundamentals & InformationTechnology, National Book Store.

Guardian. (2007). Compulife Column. The Guardian Newspaper, p. 35.

Larsen K., & Vicent-Lacrin (2005). The Impact of ICT on TertiaryEducation: Advances and Promises. OECD/NSF/U. MichiganConference “Advancing Knowledge and Knowledge Economy”,Washington DC.

Obinniyi, A.A., & Soroyewun M.B. (2007). Intranet Implementation: A Toolfor Web-Based Collaboration and Learning. Proceedings of the 21stNational Conference of the Nigerian Computer Society, 18, 79 - 89.

OECD. (2005). E-Learning in Tertiary Education. Policy Brief by TheOrganization for Economic Co-Operation and Development.

World Bank. (2003). Constructing Knowledge Society for Tertiary education.The World Bank Washington DC.

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