34 Issues, Challenges And Prospects In The Use Of Educational Technology For Instructional Delivery In The Management Of 21st University Education In Nigeria

Abstract

Instructional delivery is expected to bring about a well-organized and gradual development or modification of knowledge, attitudes, and skills on the learners. The traditional face-to-face classroom based instruction with an instructor seem not to bring about the significant flexibility offered by the use of Educational Technology (ET) for the creative, innovative and professionally fulfilled workforce in the 21st century. Using (ET) to meet international best practices in instructional delivery cannot be void of challenges and issues in Nigeria as a developing Country. In a bid to give credence to the applicability Educational Technology, this paper critically examine basic issues, challenges and prospects in the use of Educational Communication Technologies in instructional delivery in the management of University Education in Nigeria for an all-round development in the behavior of the learner for global competiveness. This paper referred to Educational Technologies as the ICT-enabled devices used for instructional delivery to enhance learners’ performance. Basic issues related to the use of Educational Technologies like: Digital culture and literacy, ICT and teacher professional development, effectiveness, resource constrained context, cost, equity, and sustainability, were discussed. Challenges related to: infrastructure, capacity building, and finance were considered. The paper concluded that the use of Educational Technologies offers flexibility in instructional delivery, promotes self-study, creativity and innovative thinking, as well as empowers the leaner to be self-reliant in line with the philosophy of Nigerian education.

Keywords:  Information Communication Technology (ICT), Educational Technologies (ECT), Instructional delivery, Education, University, Challenges, Prospects, Management.

Introduction

The digital age has increasingly ushered in the growing need for Information and Communication Technology (ICT) application in all facets of life.  In fact, technology is now the in-thing and it is penetrating every nook and cranny of human existence. No wonder Akabogu (2006) stated that the computer technology will remain a key component to almost everything one does in this 21st century. The use of modern technology is not left out in classroom instruction. In the classroom, the usual instructor-learner based approach (face-to-face) is gradually changing with the advent of ICT to collaborative learning or e-learning environment where learners interact with learning materials, their instructors and other learners from various locations at different times using network technologies in an online environment.  An innovation in the Information age of the 21st century is the use of Educational Technologies in the classroom for instructional delivery. This involves the use of appropriate educational technologies like smart boards, computers, and projectors and other projected materials to facilitate learning and improve performance. These technologies are used in education to assist students learn more effectively by providing teachers with access to a wide range of new pedagogy.  The use of Educational Technologies according to Adaka (2010), provides assistive technology and bring to mind high-technology (hi-tech) devices which its application in the classroom enhance meeting the needs of all categories of learners by stimulating their interest, arousing their curiosity, and raising standards to improve attainment by using self-paced individualized and interactive material to increase retention.

Some of the major goals of University Education according to the National Policy on Education (2014) is: intensifying and diversifying its programmes for the development of high level manpower within the context of the needs of the nation, and inculcating physical and intellectual skills on the learners to enable them be self-reliant and useful members of the society. Premised on the foregoing, the use of Educational Communication Technology (ECT) in instructional delivery in University education is hoped to generate a professional workforce and fulfilled citizens endowed with skills in the use of modern technologies in the 21st century to be self-reliant.  It is also believed that the use of Educational Technology (ECT) in hardwares and softwares like: computers, instructional Aids projectors, video clips  and models according to Cope and  Ward (2002), will provide positive effect on learners achievement, and makes teaching  and learning more effective.

In the management of University education in the 21st century, information and media literacy is a key pointer to ensure that students possess the ability to recognize when information is needed, be able to locate, evaluate, and use information effectively, critically explore the media which is a major information source, while also being able to efficiently and creatively produce representations in a variety of media (Emeke, 2018). That is to say that students utilizing 21st century skills, through the use of Educational Technology should be able to engage with global issues, learn and work collaboratively with individuals from diverse cultures, communities, religions, ideologies, and lifestyles in an environment of openness and mutual respect.

Studies in media and ICT in education particularly on the integration of digital media in education has identified areas in which Educational Technology (ECT) are used in instructional delivery to enhance teaching and learning (Condle & Munro, 2007).  According to the authors, from the beginning, research has been centered on audio-vidual media, but given the development of other technologies, and particularly, the inclusion of computer in classroom instruction, the impact of ET has been felt.  Achieving global feet in the use of Educational Technology (ET) cannot be void of issues and challenges in University education in Nigeria as a developing country. Critical pointers to the effective use of Educational Technology are the challenges to their effective utilization in instructional delivery. It is against this background that the need to properly examine issues and challenges visa-a-vis the prospects in the use of Educational Technology for instructional delivery in the management of 21st century university education in Nigeria is necessary. In line with this objective, this paper discuss the concept of Educational Technology, Components of ECT, Concept of Instructional delivery, Management of University Education in Nigeria, Issues, challenges, and prospects in the use of Educational Technology in instructional delivery.

Concept of Educational Technology

Educational Technology is the application of technological media to facilitate teaching and learning. It is also considered as the use of technological tools for exploring knowledge, support learning by construction to improve the effectiveness of teaching and learning (Januszewski, 2001). The Association for Educational Communication and Technology (AECT, 1977) describe Educational Technologies as complex, integrated process involving people, procedures, idea, devices and organization, for analyzing problems, devising, implementing, and evaluating teaching and learning. In another dimension, Wodi (2012) stated that Educational Technology  include various techniques of shaping behavior applied to material use on audio records, computers, and video disk which increases the overall impact in teaching and learning that takes place in the classroom.  Aziz, (2010) described Educational Technology as the application of  appropriate Information and Communication Technology (ICT) tools, which facilitate learning by stimulating the sensory, and cognition to enhance of the learner. It has a multi-faceted nature comprising a cyclical process using an a collection of tools (both physical and conceptual), and a multiple-node relationship between learners and facilitators of instruction, as well as between learners themselves.  This definition according to Aziz has five components namely: Considered application, appropriate tools, techniques, or processes, facilitates the application of senses, memory, and congnition, enhance teaching practices, and improve learning outcome. Educational Technology therefore involves the application of ICT facilities in the teaching and learning which stimulates learners’ interest, and promotes self-paced learning. These technologies involve numerous media that deliver text, audio, images animation, streaming video, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning techniques. Examples are: computers, projectors, radio, tape recorders chart, television, films, interactive video, teletex & videotex, web-based technologies, and so on.

The rationale in the use of Educational Technology is to provide valuable help in the teaching-learning process for achieving the best possible results in an economic way through the available human and non-human resources.  In addition, special needs programs that help learners with disabilities use educational technologies to enhance learning by integrating technology into education were educators engender pedagogical change and address fundamental issues that affect learners with special needs.  The use of Educational Technology place high demand on learners who have to be more proactive and disciplined than in the traditional face-to-face education. Furthermore, the use of Educational Technology removes barriers to achievement by providing new creative ways of motivating and engaging learners of all abilities to attain their educational potential with ease.  It also enhances access to variety of learning resources, promotes collaborative learning, provides multimedia approach to education, and facilitates distance education. Educational Technology is classified into four basic components.

Components of Educational Technology

Educational Technology according to Shahid (2017) is classified into the following four components: methods, materials, media, and man power.

Methods:  This is concern with the use of devices in softwares such as programmed learning, team  teaching, micro-teaching, personalized system of instruction in teaching learning instruction.

Materials: These include instructional materials such as programmed materials which could either be handwritten or typed.

Media:  this involves the use of audio, or visual, or audio-visual. Examples are radio, tape recorder charts, films, televisions, projectors and video tapes etc.

Man power: Manpower refers to the human resources that uses educational technologies to enhance   teaching and learning. They include: programmers, technicians, content developers, Educational technology without man is zero.

Educational technologies are further classified into Hardwares and softwares (Frederick, 2015).

Hardwares refers to all the physical components or the mechanical materials and equipment such as projectors, computers, boards of different kinds, writing materials of different types, teaching machine, and so on that are used in education for enhanced teaching and learning.  Hardware instructional aids projectors for instance is an effective projective equipment helpful for projecting slides, pictures graphs, maps, diagrams in an enlarged view for better understanding in the subject. A computer or the other hand is a hardware device is a machine that is able to take (input), and process them to (output) as information.  According to Okure (2008), the computer is helpful in providing both audio visual aid at the same time.  It is easy to use with little guidance from an instructor. The use of these hardware materials in education for teaching and learning is known as hardware approach.

Softwares on the other hand refer to all programmed instruction in CD’s, principles, rules, text and other web-based instruction used for teaching and learning. For example, a video clip is software with programme information. The use of the principles of software development and the psychology of learning in educational technology is known as software approach.  The use of the various components of educational technology enhances effective instructional delivery in the school system.

Concept of instructional delivery

Instructional delivery has to do with what the teacher does to promote or direct teaching and learning in a particular subject in a school.  This according to Mgbodile (2004), involves the task of ensuring that organized teaching and learning is effective in the classroom.  This is done by the teacher through effective planning of the lesson by preparation of lesson notes, gathering of teaching Aids, employment of teaching strategies and timely use those equipment to coincide with the teaching. Paulias and Young (1996) described instructional delivery as a means of guiding learners in securing the amount and quality of experience which will promote the optimum development of their potentials as human beings. Logan and Logan cited in Agina-Obu & Onwugbuta-Enyi, (2017) described instructional delivery as a creative process which involves an imaginative person, who utilizes prior experiences, combines material, methods, ideas, and media in new and existing ways which help learners integrate learning and reinforce concepts.  Instruction delivery and teaching are synonymous according to Agina-Obu & Onwugbuta-Enyi, 2017) since they require a teacher to get all the necessary things to make teaching and learning more meaningful to make a change in others so as to be more meaningful in wherever they find themselves.

The teacher ensures that meaningful learning takes place in all classroom and they are undertaking the teaching in a manner that the students understand and enjoy their lessons.  Haruna (2008) noted that instructional delivery is the first and the most important responsibility of a school teacher. No wonder Carter (2008) explained that the cardinal index of the performance evaluation of the school administrator rests on the leadership ability in instructional supervision.  Similarly, Chika and Ebeke (2007) observed that among many factors that influence learners’ achievement in schools, teachers instructional delivery seem to be the most critical intervening factor.  The purpose of instructional delivery is to produce learning.  That is a sustained change in the behavior of the learner.  This is because, as teaching proceeds, the teacher gives instruction, sometimes he indoctrinates, he trains the learner, initiates him into something new, sometimes through the process of socialization, he is involved and makes the learner participate in the process of adaption.  These educational processes of instructing, indoctrinating, training, initiating and adapting are all embedded in the teaching and learning process aimed at bringing about a change in the behavior of the learner.  The learning that takes place as a result of instructional delivery might generally be geared towards the development in the cognitive, affective, and psychomotor domains of the learner (Paulias & Young, 1996). It implies that effective instructional delivery is geared towards a well-organized and gradual development and/or modification of knowledge, attitude, and skills in the learner.

Effective instructional delivery plays an important role in all forms of activities in the school and the public as teachers strive to achieve high expectations, by acknowledging individual difference, encouraging learners’ responsibilities, using a range of pedagogies, providing a safe environment, monitoring progress and providing feedback, and building positive relationships, with a good mastery of their teaching content (Sharyn, 2014).  In achieving effectiveness in instructional delivery, the teacher is expected to be creative with appropriate pedagogical skills. Arreola, Theall and Aleamoni (2003) identified five basic skills necessary for effective teaching namely: content expertise, instructional design skills, instructional delivery skills, instructional assessment skills, and course management skills.

Content expertise (subject specialty knowledge) means having full knowledge of the subject matter or course for effective delivery. It is needed for effective instructional delivery to enable the teacher have full control in the dissemination of ideas and concepts for the learners understanding and appreciation. Instructional design skills are required to enable the teacher balance up objective in such a way that the culture of the learner, his individuality, freedom and life-long education are incorporated. This will also make the stated objectives both teacher-and-learner oriented. Instructional delivery skills enable the teacher to make the best choices and use of appropriate material for each topic for simple explanation of complex concepts. Instructional assessment skills are those required for proper questioning and evaluation of learners’ outcome during and after the teaching and learning process. While course management skills are skills required for the development of good relationship between the teacher and the learner in the learning environment (that is humanity skills), and those needed to create an atmosphere of efficiency of the teachers and learners time, efforts and energies (organizational skills).

Proper utilization of these skills according to Walson & Nnokan (2017), enables the teacher to strive to motivate and engage all learners rather than simply accepting that some students cannot be engaged and are destined to do poorly. They believe every student is capable of achieving success at school by conscious application of necessary pedagogical skills as teachers also do all they can to find ways of making each student successful in the teaching and learning process. It also implies that proper acquisition and utilization these skills in instructional delivery will enhance the management of higher education in Nigeria  as stipulated in the National Policy on Education (2014) “that all teachers in tertiary institutions shall be required to undergo training in methods and techniques of teaching”.

Management of 21st century University Education in Nigeria through effective Instructional delivery

Management involves utilization of human and material resource to achieve set goals. Universities are established to provide education to students who have attained Post-Basic education with the aim of inculcating relevant high level manpower training to contribute to national development. The National Policy on Education (2014) described University education as education given to the learner after secondary education in universities to acquire both physical and intellectual skills which will enable individuals to be self-reliant and useful members of the society.   Emeke (2018) described University education “as that education that forms a critical component of human development worldwide, not just the next level in the learning process, but that which provides high-level training necessary for every sphere of the labour market, be it in the training needed for the skill development of all professionals that drive local economics, support civil societies lead effective government, and make important decisions which affect entire societies”.

University education should be managed effectively through the utilization of human and material resources. These resources must be in the right quality and quantity to given the necessary support needed in the system. The human resource include: the students, personnel (non-academic staff, and academic staff). The material resources include: infrastructural facilities such as classrooms, offices, furniture & fittings), and, Instructional materials or teaching Aids. Universities in the 21st century should be managed for qualitative inclusiveness, having teachers who can use technologies that enhance learning in the implementation of a curriculum that is broad based, diverse, innovative, and creative.

Quality university education in the 21st century will also require excellent teachers (lecturers) who have the academic freedom and the institutional support for professional development in the use of educational technologies in the delivery of instruction.  Otonko (2012) noted that the University requires highly skilled lecturers with the resources and opportunity to stay current in their respective field and to develop the most effective method for teaching their subject matter. It is expected that lecturers should be digitally literate and trained to use ICT.  This approach can lead to higher order thinking skills, provide creative approach to teaching and leave students better prepared to deal with ongoing technological change in society and the work place.

University education in the 21st century should incorporate technology that enhances learning since the internet is already revolutionized teaching and learning in universities and the wider world. A university education which involves the development of high-level skills through instructional delivery using modern technology in digital formats makes assessment, critique, and expression easier and faster.

The curriculum for a 21st century university education should be broad and diverse to incorporate technological application since career is being replaced by technology in order not to produce obsolete graduates. A university that has narrowly trained its graduates will confer on them the misfortunes of the 19th century were artisans who saw their skilled work taken over by mechanized factories of the 20th century.  Universities that provide access to broad general education and skills using Educational Technologies give their graduates the strength to be lifelong learners who will be more flexible in adjusting to the rapidly emerging shifts in the job market.

In management of universities in this 21st century, the pursuit of effectiveness in instructional delivery in the classroom should not neglect the use of Educational Technologies that appeals to the various domain of learning since instructional delivery is the pivot for instilling the requisite skills in the learner to fit into a society that is technologically driven. Agina-Obu and Onwugbuta-Enyi, (2017) noted that every educational institution must be able to design and delive instructional experiences in such a way that there is some assurance that learning will occur when learners engage the activity. The subject matter must be presented in a way that thrills the learners’ interest and encourages them to learn through the use of educational technologies.  Similarly, the course design and implementation must provide learners with meaningful feedback on their progress in mastering the material. To achieve the expected feet in producing competitive workforce, universities must train and re-train the teachers on ICT to acquire the necessary skills on technological application. Universities must also consider topical issues in the use of educational technologies in the delivery of instruction.

Issues in the use of ET in instructional delivery

Schools use diverse set of ICT tools to communicate, create disseminate, store and manage information. As an aspect of ICT, the use of Educational Technologies has also become integral to the teaching–learning process. Through such approaches chalkboards are replaced with interactive digital whiteboards, and other devices for learning in the classroom where students watch lectures at home on the computer and use classroom time for more interactive time. In applying these advanced technologies, certain issues must be considered to enhance effectiveness in their uses in instructional delivery especially in a developing country like Nigeria. Some of the Issues University must consider in the use of Educational Technologies according to  Tinio (2002), are: digital culture & literacy, ICT and teacher professional development, global awareness, investment benefits in ICT, resource constrain context, effectiveness, cost, equity, and sustainability.

1. 1. Digital culture, literacy & divide: Computer technologies and other aspects of digital culture have changed the way people live, work, play, and learn around the world.  The skills of searching for, discerning, and producing information, as well as the use of new media for full participation in society, has thus become an important consideration for curriculum framework. Digital divide is concern with the disparities of digital media and internet access both within and cross countries as well as the gap people with and without the digital literacy and skills to utilize media and internet. Those who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy.  Policies to bridge this divide to bring media, internet and digital literacy to all students in higher education are encouraged. In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) in schools. In Nigeria, there are recent clamor to make internet a separate subject in schools (Eleke, 2019).

• ICT and teacher professional development:  Teachers need specific professional development opportunities in order to increase their abilities to use ICT and media technologies for formative learning, assessments, individualized instruction, accessing online resources, and fostering students’ interaction and collaboration.  Such ICT training according to Ogbenevwogaga & Ogbenevwogaga (2006), should positively impact on teachers’ general attitude towards the use of Educational Communication Technologies in classroom as well as provide specific guidance on ICT teaching and learning within each discipline.  Without this support, teachers tend to use ICT for skill-based applications, thereby limiting students’ thinking. While giving teachers the necessary support as they change their teaching, it is also essential for education managers. supervisors, teacher educators, and decision makers to be trained in ITC use (Richmond, 2002).

1. Resource constrain context:  The cost of using Educational Communication Technologies  in in classrooms, training of teachers and administrators, connectivity, technical support, and software among others is very expensive. Therefore, while planning for the use of ICT in classroom, policies poised to establish infrastructure that can sustainable them is important.
2. Ensuring benefits in ICT Use: To ensure that the benefits in the use of Educational Communication Technologies for student are maximized, the following additional conditions according to Kajetanowtez (2010),  must be met: school policies need to provide schools with minimum acceptable infrastructure for ICT, including stable  internet connectivity and security measures such as filters and sites blockers; teachers policies for basic ICT literacy skills; ICT use in pedagogical setting, and discipline specific uses; integration of ICT in the curriculum; and developing digital content needs in local languages to reflect local culture.
3. Global awareness: The emphasis here according to Emeke (2018), is to ensure that students are able to be equipped with 21st century skills in the use of Educational Communication Technologies, and other ICT-enabled devices to be able to engage with global issue, learn from and work collaboratively with individuals from diverse cultures, communities, religions, ideologies, in an environment of openness and mutual respect.
4. Effectiveness: The educational effectiveness in the use of Educational Communication Technologies depends on how they are used and for what purpose.  Like every other educational tool used for instructional delivery, the use of Educational Communication Technologies do not work for everyone, everywhere, and in the same way. Effectiveness could be viewed in the terms of enhancing access, and raising quality.

1. Enhancing Access:  This is viewed on the background of how many students can easy access and uses these media technologies on individualized basis in the learning process to enable them understand and apply the knowledge so gained in similar instances. The digital divide among students during their schooling influences their employable chances in the world of works and reinforces socio-economic inequalities in the society.
2. Raising quality: The influence of Educational Communication Technologies in classroom instructional delivery according to Fouls (2002) suggests an improved quality of education in contemporary times in Nigeria.  Findings in a study carried out by the author provide strong evidence of effectiveness in raising the quality of education as demonstrated by increased scores on standardized tests as well as improved attendance in the use of ICT technologies in the classroom. However, contrast to Fouls findings, assessments of the use of computers, the internet and related technologies for distance learning have been equivocal.  Russell  (1999) in his comprehensive review of research claims that there is “significant difference” between the test scores of learners taking ICT-based distance learning courses and those receiving face-face- instruction. The emphasis is how best to use Educational Communication Technologies to enhance instructional delivery for quality education in Nigerian Higher Education.

1. Cost: The cost of using Educational Communication Technologies and related media technologies in instructional delivery is relatively expensive compared to the traditional face-to-face classroom teaching and learning. In the use of Educational Communication Technologies and other ITC facilities in the teaching and learning process, both fixed and variable cost must be considered. Fixed cost does not vary over a period of time. It involves the initial cost like: construction or Retrofitting of physical facilities, purchase of equipment, initial material production, hardware and networking, software, and upgrade and replacement.  The variable or current cost varies with time. This includes cost of professional development of personnel to be compliant with the models for instructional delivery, connectivity, including internet access maintenance and support, as well as utilities and supplies.  Esoswo (2011) noted that in order to determine cost efficiencies, fixed cost must be distinguished from variable costs, and the balance between the two understood. If the fixed costs of a technology project are high and its variable costs are low, then there will be cost advantages to scaling up.  This according to Esoswo is the case of general educational technologies used for instructional delivery. However, Tinio (2002) explained that a common mistake in estimating the cost of a particular educational application is to focus too much on initial fixed costs: purchase of equipment, retrofitting of physical facilities, and initial material production.  Studies carried out by Richmond (2002) on the use of computers and projectors in classrooms, for example revealed that installation of hardware and retrofitting of physical facilities account for only between 40%-60% of the full cost of using these technologies over their lifetime. The author noted that at first glance, it may seem that the initial purchase of hardware and software is the costliest part of the process, the bull of the total cost of ownership is spread out over time, with annual maintenance and support costs , that is variable costs constituting between 30%-50% of the total cost of acquisition of hardware and software.
2. Equity: Given the wide disparity in access to ICT between rich and poor countries and between different groups within countries and among students in higher institutions, there are serious concerns that the use of ICT in education and the application of Educational Communication Technologies will widen existing divisions drawn along economic, social, cultural, geographic, and gender lines. Providing access to ICTs for students to enable them have a one-on-one approach to the use of Educational Communication Technologies will address equity issues and prevent the disparity among learners to ensuring that the technology is actually being used by the target learners in ways that truly serve their needs. Tandon cited in Esoswo (2011) noted when planning for the introduction of Media Technologies for instructional delivery, an intentional bridge to easy the digital divide should be taken in order not to further marginalize those who are already underserved and/or disadvantaged.
3. Sustainability: One major issue in the introduction of ICT-enabled educational projects or programmes is sustainability. The ability to maintain and use technological facilities for a long period of time is important. Higher institutions must consider the durability of technological facilities in planning for their use.  Third world countries have suffered great deal of collapse in the use of modern technologies due to cost relate to maintenance, and hired of experts who are mostly foreigners (Cisler, 2002).  He noted that although cost and finance are limiting factors to sustainability of educational technologies in Nigeria, some others relates to technological, social, economic, and political.

Technological sustainability: This involves choosing technology that will be effective over a long period of time.  In a rapidly changing technological environment, this becomes a necessary issue for planners to contend with the threat to technological obsolescence. However, it should also be noted that the choice of a given technology is driven by the learning objectives to enhance the achievement of the desired educational goals.  Besides, when making technological decisions Sakellariou, (2002) explained that planners should consider the availability of spare parts and technical support to sustain the use of that technology.  A situation were the needed personnel support, parts, and power cannot be easily reached is not encouraged.

Social sustainability: This involves giving the surrounding community a sense of belonging to the new project.  The school does not exist in a vacuum, and for an ICT-enabled project to succeed, the stakeholders like: parents, political leaders, business men and so on must be giving a sense of belonging and ownership. To some extent, technical support can be derived from the stakeholders without much cost. Innovations in the new technology can be sustained when all those affected directly or indirectly know exactly why such technologies is being introduced, the implications on their lives, and what part they can play in ensuring its success. ICT-enabled programs such as Educational Communication Technologies must ultimately serve the needs of the community; hence community wide consultation and mobilization are processes critical to its sustainability.

Political sustainability: This refers to issues of policy and leadership.  One of the major threat to ICT-enabled programs is resistance to change. If for instance, teachers refuse to use Education Communication Technologies in their classrooms, the use of such ICTs can hardly take off, much less be sustained over long term. Due to the innovative nature of ICT, leaders must have a keen understanding of the innovation process required for successful adoption, and harmonize plans and actions accordingly for the success of the project in the school.

Economic Sustainability: This refers to the ability of a school and community to finance an ICT-enabled program over the long term.  Cost-effectiveness is key, as technology investments are expensive. There is need to plan and build lucrative multiple channels of financing through partnership with stakeholders on how to defray the cost over the long term. The need to develop means of financing ICT-enabled programs in schools ties economic sustainability to social and political sustainability.  These issues permeates so  many challenges that hinder the effective use of Educational Technologies in universities in Nigeria which needs to be addressed.

Challenges in the use of Education Technologies

Many challenges militate against the effective use of ICT-enabled programs like Education Technologies in higher education in Nigeria. These challenges according to Albert (2016), are classified in to three groups namely: infrastructural, capacity building, and finance related challenges.

1. Infrastructural related challenges: A country’s educational technology infrastructure depends on the national telecommunications and information infrastructure. To this end, before any ICT-enabled program is launched; policy-makers and planners must carefully consider buildings to house available ICT facilities, availability of electricity, and ambiguity to types of ICT. In areas where there are old school buildings, extensive retrofitting to ensure proper electrical wiring, heating/cooling and ventilation, safety and security would be needed.

The availability of electricity supply is also essential as most of technological facilities use electricity to function. Nigeria as a developing country still experience erratic power failure and most higher institutions rely on power plant that are not easily serviced due to paucity of funds.

Critical consideration of the ambiguities of different types of ICT in the country and in the educational system is important. For instance, a basic requirement for computer based or online learning is access to computers in school, communities, and households, as well as affordable internet service.

1. Capacity building related challenges: For successful integration of ICT-enabled programs in the educational system in Nigeria, MacDougal and Squires (1997) noted that various competencies are required: These competencies relates to: teachers technical skills, skills for educational administrators, technical support specialist, and for content developers.

The competencies required of teachers are to develop skills with particular applications; integration into existing curricula; curriculum changes related to the use of IT (including changes in instructional design); changes in teacher role; and underpinning educational theories.  Hawkins (2002) noted that the acquisition of these skills is expected to be addressed in pre-service teacher training and built on and enhanced in-service. The possession of ICT skills according to Hawkins is a perquisite for teaching qualification in western countries like Malaysia, and the United Kingdom. Even the most fluent ICT teachers need to continuously upgrade their skills and keep abreast of the latest developments and best practices. This is done to make teachers more effective in their roles in the classroom as the learning process becomes more learner-centered.

The possession of ICT skills by educational administrators is essential as leadership plays a key role in ICT integration in education. Many teacher or student initiated ICT projects have been undermined by lack of support from education administrators. Esoswo (2011) noted that for ICT-enabled integration program to be effective and sustained, education administrators must be competent in the use of technology, and they must have a broad understanding of the technical, curricular, administrative, financial, and social dimension of ICT use in education.

The provision of necessary technical support specialists for successful integration ICT-enabled programs possesses a challenge to schools. Technical support specialists whether provided from among school staff or from external service providers is essential to the sustainability of ICT-enabled programs in Nigerian higher institutions. While technical support requirements of an institution depend ultimately on what and how technology is deployed and used, general competencies that are required according to Drent & Meeliseen (2008), would be in installation, operation, and maintenance of technical equipment (including software), network administration, and network security. Without on-site technical support, much time and money may be lost due to technical breakdowns. This this the case with Nigeria as ICT technicians are hardly reached within the country, and pose a threat in times of systems breakdown (Esoswo, 2011).

Finally, another capacity building related challenge in integrating ICT-enabled program in education is that of content developers. Content development is a critical area that is too often overlooked.  Developing ICT-based educational materials in English language relevant to the needs of the learner is important. Also, there is need to develop original educational material content (e.g., radio programs, interactive multimedia learning materials on CDROM or DVD, and web-based courses etc), adapt existing content, and convert print based content to digital media.  These are task for which content development specialist such as instructional designers, scriptwriters, audio and video production specialists, programmers, multimedia course authors, and web-developers are needed. Universities in Nigeria planning for the integration of ICT-enabled programs for instructional delivery are expected to dedicate special units to technical support and content development for sustainability.

1. Finance related challenges:  One notable challenge to the integration of ICT-enabled programs in educational institutions for instructional delivery is balancing educational goals with economic realities (Tinio, 2002). The integration of ICT-based education programs in higher institutions require large capital investments and developing countries like Nigeria need to be prudent  in making decisions about what type of model to be introduced and to be conscious of maintaining economics of scale. Tinio further noted that the issue to be considered in integrating Information Technology in education especially for instructional delivery is whether the ICT-based learning is the most effective strategy for achieving the desired educational goals, and if so, what is the modality and scale of implementation that can be supported given existing financial constraints in Nigerian higher institutions due to inadequate budgetary provisions less than the 26% UNESCO recommendation for the education sector.

According to Cisler (2002), the following are potential sources of funds for university education for the integration of ICT-enabled educational programs. They are: Grants, Public subsidies, Private donations, fund raising events, Educational services, business services, and community support. Similarly, Akaranta cited in Robert-Okah & Walson, (2018) enumerated seven sources of financing higher education to mitigate their dwindling revenue base as:  Research partnership with industry, Research contract, Endowment of professional chairs, Research partnership for graduate students and academic staffs, Industry lecturers hands-on, Co-supervision of research projects to solve societal problems, and Sabbatical leaves in the industries.

Proper funding of higher education in Nigeria would mitigate the financial restrained factors limiting the infusion of ICT-enabled technologies in education.   Prospects in the use of ICT-enabled educational programs like Educational Communication Technology are obvious.

Prospects in the use of ECT in instructional delivery

There are emerging evidence that the use of Educational Communication Technology can help improve instructional delivery and raised standards of education in Universities in Nigeria.  Some prospects of using ICT-based technologies like Educational Communication Technology according to Frederick, (2015) are:

1. Empowers learners: The use of Educational Communication Technology will help produce citizens who can be self-reliant that can be useful to themselves, their society and the development of the country at large as envisaged by the National Policy on Education  (NPE, 2014).
2. Enhances creativity and innovative teaching and learning: With the use of Educational communication Technology, teaching and learning of curriculum content could be more creative and innovative in this 21st century since learners remember 80% of what they see and do (Nwankwo, 1990).
3. Offers flexibility to instructional delivery: The delivery of a wide range curriculum content to the learner that will make the philosophical framework of Nigeria education to be ascertain on the level of equity would be enhance through the use of Educational communication Technology. To that extent, it will help teachers and learners make teaching-learning simpler and concretize.
4. Achieves better value: Lecturers in tertiary institutions and other teachers could develop innovative ways of deploying their resources using Educational communication Technology alongside with other teaching methods to improve quality and economics of scale in instructional delivery.
5. Generates professional workforce and fulfilled citizens: The use of ICT-based technologies like Educational communication Technology in instructional delivery would help produce a workforce and fulfilled citizens with knowledge and skills  that would enhance knowledge transfer and contribute to revolutionize the educational system. With the use of Educational communication Technology to deliver curriculum content in Nigerian Universities, (Ndam and Oti, 2010) noted that it will note only help to make teaching and learning active but will also tap the benefits more effective method of teaching and learning offers.
6. Promotes self-study: The use of ICT-enhance technologies like Educational communication Technology promotes intrinsic motivation, self-study, and initiation of organized active learning in education.
7. It arouses learners’ curiosity:  The use of ICT-enabled technologies like  Educational communication Technology for instructional delivery  will help learners to create a situation or atmosphere  in which curiosity is aroused, imaginations stimulated, interest generated, viewpoints enlarged and attitudes changed for  attaining the basis of education.

Conclusion 

The importance of using ICT-enabled technologies in Nigerian tertiary institutions cannot be over emphasized.  The use of Educational Technology in the delivery of instruction in tertiary institutions in the 21st century in Nigeria is a sure way of thinking of the future by providing knowledge-based education in line with international best practices for a competitive workforce. However, much need to be done on human capital building for teachers though continuous professional development training workshops, seminars, and course collaboration with National and international institutions. Although providing these avenues for professional development of teachers is costly, the benefits are much felt in improving the quality of teaching, enhancing the image of the institution and making learning more effective.

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Correspondents can be directed to:

WALSON, Ominini Brother Asako  Ph.D
Department of Educational Management
Ignatius Ajuru University of Education
Rumuolumeni, Port Harcourt
Rivers State, Nigeria
Email: walsonomis@yahoo.com (08038877492)

&

OKANU-IGWELA, Jennifer Ngozi Blessing  Ph.D
Department of Library and Information Science
Rivers State University
Nkpolu, Oroworukwo, Port- Harcourt
Rivers State, Nigeria                                                                                                                                                                    Email: blessing4okanu@yahoo.com (08063948870)