22 The Borderless World-Information and Communication Technology (Green); Bridging digital gap in Education.

Abstract

A colossal causatum of the COVID-19 sudden happening is the radical global embrace of Information and Communication Technology (ICT) in all spheres of the education sector especially in developed economies regardless the preparedness. Going by the new normal kind of, irrespective of the imminent challenges of its prior ubiquitous adoption, there is now a swift resultant ICT inclusion in which the economy is wholly driven by ICT. Notably in education, the COVID -19 disruption scaled up ICT as an instantaneous apparatus to subsist the teaching and learning sector during the universal lockdown which ravaged the whole world between 2019 through 2020 of which the impact still evident. Again, the out break of the Pandemic revealed to many world leaders in many developing countries that they had no choice than to embrace an ICT instrument propelling the development of national knowledge-base. Regardless the superficial hitches in ICT integration in teaching and learning, the effects of the COVID-19 pandemic fast tracked ICT penetration hence today, teachers and students in Nigeria and in deed worldwide had no choice than to work online notwithstanding their preparedness in terms of knowledge, skills and resources for the implemetation ICT in teaching and learning. In as much as ICT has come to stay in bridging the gaps in the education sector to in today bortherless world, the place of Green Information Technology must be acknowledged. This research paper addresed how ICT instantaneously bridged the educational gaps in a pandemic inclusive lockdown; and addressing Green IT as it affects our ecosystem. The research has provided the necessary information and details why there should be compulsory implementation of ICT in education to truely bridge the digital gap that existed in the education sector in our today botherless world thus proffering how best to deploy the ICT tools in securing the ecosystem.

Keywords: ICT, Covid -19 Pandemic, Green IT.

Introduction

As it stands in today borderless world, everybody even in the interior villages have come to the realization, the important need to embrace the use of ICT in our everyday life especially in teaching and learning endeavor. Masssive open online classes that can house over ten thousands learners simultanously and the DO It Yourself (DIY) has been a hot topic of discussion in recent time in the world of education. And from the foregoing, the inclusion of Green Information Technology aspects of the use of Information and Communication Technology in the education sector is expedient considering the fact that use of ICT is contributory to the ozone layer depletion. Information and Communications Technology (ICT) typically refers to all forms of computing, the internet, telecommunications, digital media and mobile phones. It is on that account the technology is widely used in schools for teaching and learning as an irresistible resource.

Although impacts of Information and Communication Technology (ICT) in the education sector overwhelming, none or improper deployments of the infrastructure invalidates the fundamental benefits expected thereof. ICT tools needs to be deployed efficiently first by having environmental sustainability in mind to ensure requisite protection of our planet Earth. The momentous climate changes in recent years is a pointer that the planet Earth is not healthy. To this end, the Green or sustainable ICT practices must be desirably assented to by everyone for future sustainability. Imperatively, every individual in the field of ICT is required to be a trendsetter for ultimate sustainability. Today, many countries seek to create a society in which all citizens can reach and share information by trying to form supportive policies that narrow the digital gap unlike in developing economies like Nigeria where the case is completely different. Individuals in Nigeria struggle themselves to survive in virtually every sphere of the global ICT infrastructure.

Green Information Technology (IT) – Carbon footprint of the global ICT industry

Green IT in consonance with Patricia (2012), is the systematic application of practices that enables the minimisation of the environmental impart of IT and the reduction of emmission based on technological interventions. By a survey by Global consultants, ICTs by and by account for approximately 0.86 metric gigatonnes of carbon emissions annually, or just about 2% of global carbon emissions (Gartner, 2009).  The International Telecommunication Union (ITU) has approximated the beneficence of ICTs (except the broadcasting sector) to climate change at between 2% and 2.5% of total global carbon emissions (ITU, 2009). The predominant sectors within the ICT megacorps are Personal Computers (PCs) and monitors (40%), data centres, which accrue a further 23%, while fixed and mobile telecommunications with 24% of the total emissions. Boccaletti, Löffler and Oppenheim (2008) in a research, put forward a concerned prediction perceiving that emissions from the manufacturing and utilization of PCs alone will double over the next 12 years as middle-class buyers in emerging economies go digital. In the same vain, worldwide growth in the use of mobile phones is predicted to triple their carbon footprint by 2020, in large proportion as a result of their consumption of silicon and rare metals. By and large, the velocious subscriber to carbon emissions will be attributed to the increasing number and size of data centers, whose carbon track aggrandizement is more than fivefold between 2002 and 2020 as the number of servers in organizations are increased to brace up with increasing demands even with the bid of companies and governments’ anticipation to enhanced energy efficiency. (Boccaletti, 2008).

ICT theory

This research work is anchored on Technological Determinism theory. According to Lievrouw and Livingstone (2006), the technological determinism theory accedes ICT’s devastating potentials to energize human actions economically, productivity, socially, and development. The salient points in this research paper are specific considerations for the education sector. It is projected that the proper deployment of ICTs will bridge the digital gap created by the same ICTs bringing about changes that would enhance teaching and learning experiences in our education system in the recent information superhighway. The knowledge of this theory equip the authors and implementers of education policies to effectively bridge the digital divide.

Conceptualising Development of Information and Communication Technology (ICT)

Four conceptual assumptions are evident in the development of ICTs. (Heeks 1999; Heeks 2002; Fuchs 2008; Heeks & Stanforth 2015). They are:

Technology and Society. There is an affiliation between technology and society with each connected to and affects each other. It can then be concluded that ICT sstructures the society; society shapes ICT.

Technology. As there exist an interdependence between technology and society, ICTs then cannot just be thought of as just hardware and software. They are always socio-technical systems which comprise a network, software, hardware, processes, people, institutions among others involved in design, use and governance of the ICTs.

Society. This can be thought of as operating in three forms, interlocked systems – economic, political, social. Each of these shapes and is shaped by ICTs.

People. The ICT systems also house people. The inter-relation between agency and structure can also be seen hence, human actions shape the organisations and institutions.

This conceptualisation has shown that ICT has a great effect in the society. Apparently today, since the right avenues were not embraced and implemented, digital divide has become all-inclusive especially in developing countries. Since ICT conceived the digital divide particularly in education, it is the same tool that must be deployed in bridging the global digital divide in securing the ecosystem. This paper therefore presents a model for possible adoption.

Objective

This paper propose a Generic Green ICT Model to be deployed in bridging the digital gap created by the haphazard deployment of ICT considering the Carbon Emission from the ICT sector.

Methodology

Due to to the nature of this research, digital divide is difficult to confine to any specific disciplines knowing fully well that teaching and learning takes place every minute in our daily lives. However, the research methodology is based on the frameworks of Norris (2001) and Van & Hacker (2003) works on the digital divide can be found in different journals. Additionally, the following online journal databases were searched to provide the digital divide literature. They include ABI/INFORM database, the ACM Digital Library, the Emerald Library and Science Direct.

Literature review

Inadequacy ICT implements such as internet, telephony, and personal computers, are rapidly demeaning economic advancement. By today, a social dichotomy exist between the group who have access to relevant information communication technology infrastructure in the society and those lacking. This contrast is what is now mostly so-called the digital divide. (Sunday & Emmanuel, 2014). Social and economic development arising from research and unrestricted development are as well traceable advent of ICTs. However, the fact remains of the uncertainties associated with their deployment owing to their latencies on new normal in the society, creating social networks, business reorientation as well as service delivery patterns in the say in the education sector.

Van (2000), X-ray digital divide as a phenomenom which became popular in the 1990. National Telecommunication and Information Administration (NTIA 1999), threw light on digital divide as the cleave between a group that had entree to the ICTs and and others to whom ICTs is impervious. World Economic Forum, (2000), conceived the ICT dichotomies as digital divide. Similarly, an irregular array of ICT penetration and dispersal between technologically advanced nations and developing economies exist. (Campbell, 2001). In terms of nomenclature, (Rice, 2001) refered the the over-all digital gap as “technological divide”. In another perspective, Smith & Marx (1996) considers technology as a major surrogate factor in a society. In spite availability of ICTs, empirical reviews by (Lentz & Oden, 2001; Chowdary, 2002; Hartviksen, Akselson & Eidsvik, 2002; James, 2002, 2003; Lim, 2002; Ming & Li, 2002; Moss, 2002 among others, were engrossed on the wide-ranging access to ICTs in terms of exclusive access of available infrastructure, using technological determinism theory in their hypotheses and deductions. Norris (2001), put forward the impression of gap in access to ICTs as a portent with three divergent: global divide (ICT disparities between countries), social divide (that is gap in access to ICT between among sections in a particular nation) and a democratic divide (the access based on disparity between the social class).

With regards to education, nations worldwide strive on ways to provide the younger generation equal access to ICTs, and services within the education (Mazurek, Winzer, & Majorek, 2000). However, there are visible technological gaps amongst advanced and underdeveloped economies. Whereas developed countries are strive to purge visible digital gap, in the developing countries the gap gets amplified as a consequence of negligence and failed policies on the part of the ruling class.

Heeks (2016), in his research paper gave an overview of digital development (figure 1). He detailed all the modules in the digital development paradigm and showed how they communicate to each other. A close study of Richard Heeks overview revealed that develoment of he didnt conisider environmental sustanabilty as it concerns Green ICT. Digital development has taken a new direction, this research will propose a generic Model for possible adoption in the education sector and other institution.

The digital divide in Education

The ACT-Center for Equity in learning (2021), sufficiently described Digital divide in teaching and learning as the dichotomy in those with ample knowhow and right to use Information and Communication Technology and the group with little or no opportunity. Presently, both educators and leaners are required to be heavy dependents of digital technology. Incidentally, the result of this mandate is evident in developed nations of the world while in developing, the reality is barely in sight. It must be put record that the divide has come to limelight in the developing countries occasioned by recent pandemic owing to no prior integration of ICT in the education sector. As a consequence of the lapse, both educators and the students were struggling to use a system they were not familiar with. To examine the divide requires looking at who can connect to what and how they do. For example, a student who has multiple laptops in their home and has access to high-speed broadband is likely to have better educational success than someone who has one computer to share with their entire family and only has dial-up internet access. As educators use more technology to make research and teach, this divide increases and continues to perpetuate socio–economic disparities for underserved populations.

Records in another research at the ACT Center for Equity in Learning (ACT 2017), the percentage of students in developed economy who were handicapped and had incomplete take home assignments due to restricted access to the internet is put at 17%. The ACT’s Center for Equity in Learning projects on ultimate elimination of gaps in opportunity, achievement and equity with regard to underserved populations.

Causes of Digital Divide in Nigeria

The degree of digital divide in Nigeria became alarming in face COVID 19 era. Sunday (2014), opined seven fundamental causes of digital divide. They include:

Bad leadership. It is very unfortunate to say that Nigeria endowed with much natural rich resouces has been bedeviled with bad leaders. The nation has been characterized with evil vices including insecurity, misappropriation of funds, embezzlement of the nation’s funds and negligence in implementation of policies and tools of national development, Kamba, (2009)

Manpower capacity not adequate. Coupled with the danger of inadequate ICT infrastructure, the nation is equally plagued with the essential skilled manpower to manage available ones.

Urban – Rural Inequality. Most rural villages in Nigeria lack access to electricity supply a major driver for ICT tools. Although almost good enough network signals for personal use and commercial internet cafeteria in cities, such facilities are scanty or completely absent in the locales. (Gulati, 2008).

Lack of interest in the affairs of the disabled members of its society. Nigeria is a country that is careless about policy or law that concerns the disabled members of its society. Everything about the disabled is done on charity bases. According to Solomon, Allen and Resta (2003), Digital equity in education must mean that every student has equal access to technology and the opportunity to be full participants in the digital age.

High rate of technology change and Poverty. Most of the resources that would have been used to improve computer and internet use are geared towards poverty reduction efforts. Moreover due to poverty, Nigerian government and its citizens cannot keep pace with the rate of technology change.

Extremely Poor power supply. Regular electricity supply is a strong driver in the education sector today. Incidentally, electricity supply has been a major constraint facing Nigeria in accomplishing her developmental goals especially as it concerns ICT is one.

Non challant attitude of educators to embrace the new technology. Technophobia is a critical bug that must be eliminated from the Nigeria state. Subsequent upon deployment of scanty policies even in ICT, attitude is herculean task to takle in Nigeria.

How Smartphones are heating up the Planet

There is often the pointer to hydrocarbons, mining and transportation as the chief culprit in the global carbon emission. Scarcely do men cogitate in the emission emanating from the ICT sector.

Researcher perceive the cyber-world of Information and Computer Technologies (ICT) as global conservator replacing many of our physical activities with a lower-carbon virtual alternative (Figure 1).

In a recent research review, Jabulani (2021) projected a gradual rise in the total global contribution of ICT infrastructures from 1% in 2007 to 3.5% in 2020 and most likely 14% by 2040. The research showed infinite values for emissions associated with smartphones which may likely rise from 17 to 125 megatons of CO2 an equivalent Mt-CO2e/yr in that time span, or a 730 per cent growth. A bulk of this contribution (85 to 95 per cent) by projection is likely to be a consequence of the manufacture of the ICT devices and energy involved in the production process.

In the same vain, the research posited that the excessive carbon emission is the projection of phone users to frequently change phones for newer models. This is encouraged by the frequent software and hardware upgrades by vendors which user are addicted to hence, must adapt. The phone plans that encourage users to get a new smartphone every two years. In the same vain, data centres and communications networks by projection are seen as rising from 215 megatons of C02 equivalent a year (Mt-CO2e/yr) in 2007 to 764 MtCO2-e/yr by 2021, and with data centres giving rise to about two thirds of the total contribution (Jabulani, 2021).

The Digital Divide

Impact of Digital Divide on Education in Nigeria?

The impact of the digital divide on individual or group of students in the same school across the country has threaten the academic outcomes of low income, underserved students.

School Impact on Students

Individual students also indicate varying degree of digital disproportions in different institution of learning. The origin being that even if ICT lessons are expressed to the students in their various places of studies, practice is most times not feasible since they lack such tools back home. Therefore, learners who originate from underprivileged societies get undeservedly digitally impacted and lag behind in assignments which require the Software, Internet and other ICT tools. As a therapy therefore, students with the ample resources relocate to more digitally enabled environments to remedy technological inadequacies.

Education and Technology in the Pandemic age

Truth be said, the 2019 contagion (COVID 19) conveyed a mammoth Intervention of information and Communication Technology in all segments of the nation economy especially in education. The interposition empowered fantastic educational transformations including the sole dependence on ICT dependent for teaching and learning. This boosted the influxes of large number of computers – laptops, and other internet enabled mobile devices fitted with software to accomplish educational goals. There is no wonder, the internet presence and enormous data usage went greater ever than before.

Major Impact of the Digital Divide in the 21st Century

The digital dichotomy in the 21^st century impacted otherwise across the nation and the education system not left out. The following are evident:

Information paucity in society with low access to ICT tools.

Unhealthy competitiveness among students.

Enriched awareness in students having access to ubiquitous ICT devices.

Disproportion learning capability amongst students depending on their socioeconomic status.

Educators perspectives on the use of ICT

Several responses have become manifest from the review of educators’ ICT collaboration. Some of which are:

That Software are too expensive for them to afford and because authorities careless.

That there is shortage of computers and ICT facilities in learning institutions.

Epileptic power and lack of alternative power supply in the schools.

Inadequate ICT capacity training for teachers.

Insufficient time to put up lecture material with the of ICT tools.

That erudition of technology consume time.

Acquired computers in some institutions are archaic.

Inconsistences between ICT Technologies, curriculum and appraisal structures.

Proposed Generic Model For Possible Adoption

In any digital technologies to be adopted for implementation in any sector, Green IT must be well-thought-out for the fact that all must be cognizant of environmental sustainability. Thus, the proposed Model in figure 3.

Discussions

Today, there is the realization that lives rotate around digital platforms. We live, unlearn, relearn, and learn, work and play technologically. It is inevitable that computer must be integrated in our teaching and learning going foward. Thus, it’s very glaring to even the untaught that the way forward in our lives is deployment of ICT apparatuses and there is the urgent need for us all at all levels to embrase the ICT. It is very correct to say and conclude that the mediation of ICT in our society has truely caused the digital divide, and the corresponding ICT deployment can bridge the gap if the government of the day is ready to accept the fact that ICT has come to stay in national development and environmental sustaining via Green Computing.

Recommendations

Recommended Green ICT Startegy

ICT users must think Green always.

All equipments must be Green IT compliance.

Ensure equipments are turned off when not in use.

Reduce the amount of energy consumed by ICT equipments.

Work with the change Programmes to identify the impact of the changes they propose.

Reduce paper consumption.

Digital Divide Projects to Bridge the Gap in a Botherless World

Based on the divides that exist in the digital borderless world today. Various projects are being implemented to build on the knowledge gap and bridge the digital divide gap among societies. They include but not limited to:

Wireless-Fidelity (Wi-Fi) Partnerships: Wi-Fi partnerships aim to bridge the internet usage gap. Developed countries are having district partnership with providers to create free quality Wi-Fi directory for students. In such areas students can easily have access to Wi-Fi away from school. With this learning can take place anywhere and anytime.

Internet.org by Facebook: Internet.org is the brainchild of Facebook to provide a solution to access free material on the internet. Through facebook app, people can access rich information on the web

Linux4Africa: Linux4Africa works to bridge the digital divide between developed and developing nations with a focus on Africa. This is by ensuring access to information technology. Linux4Africa collects used and discarded computers in Germany, Ubuntu software and Terminal Server Project which is open sourced and supports schools and essential institutions such as hospitals with the necessary facilities.

One Laptop per Child Project (OLPC): OLPC was introduced in Massachusetts Institute of Technology (MIT) in 2005 and rolled out as a nationwide policy in 2007. The aim was to fund every public school student from grade 1-6 with a laptop or “green machine” operating on Linux based OS.

According to digital council, by 2010 this project was extended to high school students and has dramatically reduced lack of access to learning material by students. This can be said of in developed countries, its still a mirage in the developing countries.

Furthermore, organisations should ensure that the following are taken care of :

educators have adequate technical support

ensure that educators have the adequate hardware and software needed for instructional technology.

Focused training on how to integrate technology into instruction not just on the technology only.

There should be training on ICT tools for language development and problem solving

Training on how to use ICT tools

Educators should be trained also on how to select, fine and evaluate softwares

Educators should be inspired to engage in telecolaborative research and projects using Webner, Video conferencing, emails as well as the web.

There should be ICT follow up training.

While the prognosis on the ICT industry own future contribution to climate change is worrying, there is still the overriding positive prospect that ICTs themselves can facilitate innovations in the aspect of social and economic restructuring globally to help reduce overall global carbon emissions. The creation of greener and more energy-efficient industrial plants and the greater use of renewable energy in such areas as electricity generation and equipment production. ICT firms should be directed to take measures to recalibrate their production plants and manufacturing systems, as well as to include technical innovations in their internal systems to make them more energy efficient and environmentally friendly.

Conclusions

Research have shown that one of the critical challenges of our era is to balance the competing demands for more widespread use of ICT tools with efficiency in their energy use as well as a safer E-waste at the end of their useful life. All sectord must also face the challenges of using ICT tools to help other insustries realise greener objectives, whether ist externally regulated or self imposed.

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