Ict in Education: a Catalyst for Effective Use of Information

ICT in Education: A Catalyst for Effective Use of Information

Rev. Dr. Obiora Nwosu
Esoswo Francisca Ogbomo
Rev. Dr. Obiora Nwosu is a Senior Lecturer in the Department of Library and Information Science, Nnamdi Azikiwe University, Awka. He can be reached at the Department of Library and Information Science, Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria. He can be reached at: [e-mail]. Esoswo Francisca Ogbomo is an Assistant Lecturer in the Department of Library and Information Science, Delta State University, Abraka. She can be reached at: [e-mail]
Introduction
Educational systems around the world are under increasing pressure to use the new information and communication technologies (ICTs) (UNESCO, 2002 as cited by Yuen, Lee, Law & Chan (2008). The premise that ICT is important for bringing changes to classroom teaching and learning is the basis for this pressure. These skills include the ability to become lifelong learners within a context of collaborative inquiry and the ability to work and learn from experts and peers in a connected global community (Law, Pelgrum & Plomp, 2008).
The information society demands a workforce that can use technology as a tool to increase productivity and creativity. This involves identifying reliable sources of information, effectively accessing these sources of information, synthesizing and communicating that information to colleagues and associates (Alibi, 2004). Information is a key resource for undergraduate teaching, learning, research, and publishing. This brings the need for effective methods of information processing and transmission (Hawkins, 1998).
ICT is includes communication devices or applications, encompassing: radio, television, cellular phones, networks, software, and satellite systems, as well as the various services and applications associated with video conferencing and distance learning. Tinio (2002) notes that ICTs are powerful enabling tools for educational

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