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 todays 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 elearning 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 Stphan 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 learnercentred, 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. Elearning 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 earths 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 todays 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 nonlinear 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 Internets 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 todays 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 wirebased 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 Information
Infrastructure in Nigeria: Benefits and Government Roles.
Proceedings of the 20th National Conference of the Nigeria Computer
Society, 17, 116 - 126 .
Akinyemi, I.O., Daramola J.O., & Adebiyi A.A. (2007). Grid-Enabled ELearning
Framework for Nigerian Education. Proceedings of the 21st
National 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 Tertiary

Education: Advances and Promises. OECD/NSF/U. Michigan

Conference Advancing Knowledge and Knowledge Economy,
Washington DC.
Obinniyi, A.A., & Soroyewun M.B. (2007). Intranet Implementation: A Tool
for Web-Based Collaboration and Learning. Proceedings of the 21st
National Conference of the Nigerian Computer Society, 18, 79 - 89.
OECD. (2005). E-Learning in Tertiary Education. Policy Brief by The
Organization for Economic Co-Operation and Development.
World Bank. (2003). Constructing Knowledge Society for Tertiary education.
The World Bank Washington DC.

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