Introduction Information and Communication Technology(ICT) in education is a recent development. In developed countries, ICT has been fully integrated into formal teaching and learning processes based on their advancement in technology as well as economic and otherwise wellbeing. The story is different with developing countries, where information and communication technological knowhow is especially low. Though developing countries have embraced this phenomenon, the use of ICT in education is faced with myriads of challenges ranging from economic, social, political, to cultural and technical barriers. This paper focuses on the challenges experienced in the integration of ICT in education and the various ways these challenges can be tackled. Since these challenges are not pronounced in developed countries, Nigeria (a developing country where these challenges are very much pronounced) is chosen as a case study. The Challenges of integrating ICT in Education and the Way Forward According to Esoswo Francisca Ogbomo, “There are so many factors that hinder the effective utilization of ICT in education” (10). Integration of ICT into the system of education was discussed by a number of authors such as Hargreaves (1994), Lawton (1994), Lai (2001), Ringstaff (1995), Murray and Campbell (2000), Billowes (1999), and others. It was emphasised that the change in teaching and learning while integrating information and communication technologies is a long process which requires a lot of resources and depends on every individual teacher, thus creating a number of challenges. Some of these challenges are adumbrated and discussed below. Nigerian Universities are facing huge challenges on the adoption of information and communication technology like other renowned universities of the world. This is as a result of various factors which include but not limited to cost of internet data and electronic services, fear of change, computer illiteracy, fear of being made redundant, lack of facilities, internet and electronic security, inconsistency in electricity supply and the need for continuous training of staff.

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Introduction
Information and Communication Technology(ICT) in education is a recent development. In developed
countries, ICT has been fully integrated into formal teaching and learning processes based on their
advancement in technology as well as economic and otherwise wellbeing. The story is different with
developing countries, where information and communication technological knowhow is especially low.
Though developing countries have embraced this phenomenon, the use of ICT in education is faced with
myriads of challenges ranging from economic, social, political, to cultural and technical barriers. This paper
focuses on the challenges experienced in the integration of ICT in education and the various ways these
challenges can be tackled. Since these challenges are not pronounced in developed countries, Nigeria (a
developing country where these challenges are very much pronounced) is chosen as a case study.
The Challenges of integrating ICT in Education and the Way Forward
According to Esoswo Francisca Ogbomo, “There are so many factors that hinder the effective utilization of
ICT in education” (10). Integration of ICT into the system of education was discussed by a number of
authors such as Hargreaves (1994), Lawton (1994), Lai (2001), Ringstaff (1995), Murray and Campbell
(2000), Billowes (1999), and others. It was emphasised that the change in teaching and learning while
integrating information and communication technologies is a long process which requires a lot of resources
and depends on every individual teacher, thus creating a number of challenges. Some of these challenges are
adumbrated and discussed below.
Nigerian Universities are facing huge challenges on the adoption of information and communication
technology like other renowned universities of the world. This is as a result of various factors which include
but not limited to cost of internet data and electronic services, fear of change, computer illiteracy, fear of
being made redundant, lack of facilities, internet and electronic security, inconsistency in electricity supply
and the need for continuous training of staff.
Cost of Internet Data and Electronic Services
One of the challenges of deploying ICT in Nigerian universities is the high cost of internet data and
electronic services, which is basically the determinant of ICT usage and value (Tongia, 2004). The internet as
we know today was created in the United States of America and introduced to the rest of the world. America
still has a strong hold of control, as most developing countries pay huge amount of dollars to the US
Government for the connection of few megabits per annum (Tongia, 2004). This apparently affects the
deployment and full utilization of information and communication technologies in these growing countries,
of which Nigeria is one. In Nigeria, the high cost of internet data and fast tariff set by internet providers,
mostly international companies doing business in the country with the main interest of making profits is
among the challenges of ICT deployment.
Although the government is supposed to regulate the internet distribution cost and tariff speed of these
internet providers, most often the agencies in charge of such regulations are more interested in tax and the
welfare of their organisation that they overlook the value of services the companies they regulate offer to the
people.

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This is seriously affecting the deployment of ICT in Nigerian universities, as most universities in Nigeria are
autonomous (i.e. they manage their own funds) especially state-owned universities like Enugu State
University of Science and Technology (ESUT). Hence, they cannot afford to make ICT available to the
whole university which includes staff and students, unless they have sponsors or government funding to
embark on such projects. The government should subsidize internet data cost and set a minimum tariff speed
for internet providers, in order to enable Nigerian universities to embrace ICT.
Fear of Change
Another challenge facing deployment of ICT in Nigeria universities is the fear of changing from old ways of
doing things to new and modern methods. This is normal in all human activities and lives processes, as
people tend to be comfortable and hold on to the old ways of doing things rather than adopt new processes.
Notwithstanding, changing from old practice to modern ways is challenging to any establishment, be it a
university or any form of organisation. It is difficult because it involves huge sums of money, planning, time,
disruptions, organisational changes and downsizing or increase in personnel as the case may be. The
universities are not left out in this traditional habit, as most university staff are in their mid-age and as such
tend to shy away from modern technologies, with the excuse that they are of the older generation and have no
time to learn the new generation’s ways of doing things (Idowu & Esere, 2013). While the students, on the
other hand, are too lazy to make efforts to learn modern technologies enormous benefits, apart from their
normal Facebook, WhatsApp and Black Berry services.
This is evident in the fact that an average Nigerian university staff and student prefers to type any official
documents at business centres instead of doing it themselves. The cure to this traditional habit is awareness.
There should be adequate sensitization of staff and students on the benefits and value of ICT by the
government in collaboration with National Universities Commission (Tongia, 2004). This will go a long way
to enabling deployment of ICT in the universities, as people are more comfortable with changes once they
know the value and benefits.
Computer Illiteracy
Computer illiteracy is another challenge of ICT in Nigeria universities. This is due to the fact that an average
Nigeria University staff is not computer literate, which is disappointing in this modern digital era (Idowu &
Esere, 2013). No doubt that most of them may have at some point studied computer application or gone for
basic computer training, but computer training without continuous practical is as good as nothing, as practice
makes perfect. Computer illiteracy in this current age of ICT boom is really a great threat to any
establishment, talk more of an educational institution as almost all human activities depends on ICT (Anene,
Imam, & Odumuh, 2014).
It is interesting, as ICT is actually more important in Universities than most organisations. In an average
university, ICT is needed for numerous tasks which includes: students’ application to universities; processing
and registration of large application of students; creation of students’ records in a database for students and
university staff; design and development of university website; conduct of research by members of the
academic and students; university administration for managerial purposes; students’ assessments, exams and
records (Beda, 2012). In order to solve these challenging problems and enable deployment of ICT in
Nigerian Universities, the government should work with the National Universities Commission to set up and
manage ICT Centres in each university. These centres should work with the Commission to ensure adequate

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computer training of university staff and students, while maintaining all university systems and technologies
for efficiency and productivity.
Fear of being made Redundant
In Nigeria, it is normal practice that people do not want to hear about modern technologies, as they believe
that once it is adopted their value in the organisation will be reduced or dispensed with. Universities in
Nigeria are not excluded from this false ideology, which is the reason most staff tend to hate any discussion
about technologies, talk more of embracing it. Also, owing to inflation aging work class do not want to retire
so fast, as they have to pay for their children’s school fees and up keep, take care of utility bills and their own
selves. This actually makes the introduction of anything that will question their value or proficiency in the
work place a threat. Information and communication technologies is one of such threats to university staff, as
most of them have been in the job for many years as their means of livelihood in that education is one of the
oldest industry (Azuh & Melody, 2014).
This is a big problem to the nation’s growth, because the progress and development of any country depends
on the ability to search for and learn new ways of doing things better, thus creating more job opportunities
and improved standard of living for the benefit of all citizens and tourists. This challenge to ICT deployment
can be dealt with by creating ICT awareness, which will help to ensure university staff that these
technologies are operated by human beings, not meant to take the place of humans and when properly
managed helps to lessen human burdens and make the work enjoyable (Alturise, 2013).
Lack of Adequate Facilities
Lack of facilities is one of the challenges militating against the deployment of Information and
Communication Technology in Nigerian Universities (Idowu & Esere, 2013). This is evident in the fact that
Nigeria universities lack basic office gadgets and technologies like computer, printers, faxing machines,
photocopiers, binders, projectors etc. This is appalling compared to other universities of the world, not to
even talk of internet connection. These basic facilities contribute to the challenges facing deployment of
information and communication technology in Nigeria universities, as no university can function effectively
in this modern trend of ICT without these facilities. It is important, in that apart from educational training
these office gadgets and technologies are needed to equip students for future office and corporate activities
after their studies.
In universities of developed countries, students while in school learn how to use these office gadgets
effectively as it is ‘Do it yourself’ curriculum. This means that although the students would be taught and
guided at every step of learning, they are however expected to do things themselves. This includes typing all
their coursework’s (assignments and dissertation/projects), printing, photocopying, binding etc. However,
this is not so in Nigeria as students constantly depend on commercial office services known as business
centres for all their coursework’s. This ends up not equipping them for corporate and general office work, as
they cannot operate such gadgets after school when they become working-class without formally being
trained.
The government in collaboration with Nigerian Universities Commission should make a policy to ensure that
each university’s offices and class rooms have these basic equipment and Internet in good working condition

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at all times with trained staff to teach or guide students and new staff on how to operate them. This should be
one of the main requirements for accreditation, in order to ensure compliance.
Internet and Electronic Security
It is not in doubt that Nigeria has a bad reputation on internet fraud and usage, which disappointingly deter
most responsible Nigerians from engaging in any electronic transaction or internet activities (Ebenezer,
2014). This is as a result of youth joblessness which pushed most young people into cyber-crimes in order to
survive. Although the government is presently addressing these issues with current Central Bank of Nigeria
BVN registration exercises in all banks to tackle financial fraud and creation of new job opportunities to take
care of youth unemployment. However, the stigma of past experience is still in the blood stream of most
responsible citizens and foreigners of which the Universities are not an exception. This is a huge challenge to
the deployment of information and communication technology in Nigerian universities and has a staunch bad
reputation on Nigeria among other countries of the world. It is bad to the point that as a Nigerian once you
introduce yourself abroad as a citizen of Nigeria, people will just keep you at arm’s length or usually very
careful or cautious in any business dealings with you due to their notion that Nigerians are fraudsters which
is not true of all Nigerians.
This is a challenge to ICT deployment in most Nigerian Universities as people are usually uncomfortable
engaging in internet activities and electronic transactions owing to their experiences. The government in
collaboration with the Nigerian Universities Commission should ensure adequate security of universities
electronic activities and internet dealings through a federal ICT centre to be sited in each university; in order
to guarantee security and instil confidence in people. This could be done by equipping each University ICT
centre with all it takes to battle cyber-crimes for adequate security and privacy of information (Robinson,
Valeri, Cave, Starkey, Graux, Creese, & Hopkins, 2010)
Infrastructure Related Challenges
Ogbomo explains that, a country’s educational technology infrastructure sits on top of the national
telecommunications and information infrastructure. Before any ICT-based programme is launched,
policymakers and planners must carefully consider the following: In the first place, are there appropriate
rooms or buildings available to house the technology? In countries where there are many old school
buildings, extensive retrofitting to ensure proper electrical wiring, heating/cooling and ventilation, and safety
and security would be needed. Another basic requirement is the availability of electricity and telephony. In
developing countries, large areas are still without a reliable supply of electricity and the nearest telephones
are miles away. Experience in some countries in Africa point to wireless technologies (such as VSAT or
Very Small Aperture Terminal) as possible levers for leapfrogging (Hawkins, 2002). Although this is
currently an extremely costly approach, other developing countries with very poor telecommunications
infrastructure should study this option. Policymakers should also look at the ubiquity of different types of
ICT in the country in general, and in the educational system (at all levels) in particular. For instance, a basic
requirement for computer-based or online learning is access to computers in schools, communities, and
households, as well as affordable Internet service. In general, ICT use in education should follow use in
society, not lead it. Education programmes that use cutting-edge technologies rarely achieve long term
success. It is cheaper, and easier, to introduce a form of technology into education, and keep it working,
where education is riding on the back of large-scale developments by governments or the private sector.

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Television works for education when it follows rather than precedes television for entertainment; computers
in schools can be maintained once commercial and private use has expanded to the point where there is an
established service industry (Perraton & Creed, 2002). Capacity Building Challenges MacDougall and
Squires (1997) noted that there are various competencies that must be developed throughout the educational
system for ICT integration to be successful. (a) Teachers: Teacher professional development should have five
focuses.
Inconsistency in Electricity Supply
In Nigeria, the biggest challenge to the growth and development of most industries is poor electricity supply.
This is a huge setback to the progress of Nigeria, as it is difficult to boast of one full day without electricity
interruption not to talk of a week or one Month. Meanwhile, most countries of the world are beginning to
celebrate 100 years and still counting of no electricity interruption. Also, neighboring countries Nigeria
supply electricity manage to have better and improved electricity supply than Nigeria (Azuh & Melody,
2014). This problem is caused by the greed of some rich and influential citizens, who manipulate and lobby
for non-electricity supply in other to sell their imported electricity generators to frustrated citizens for
business and home use on one hand; and the corruption and poor management of the electricity distribution
company on the other hand.
The government has been so reluctant in addressing this issue for a long time, despite the plight of citizens
on the high cost of petrol and diesel to power their private generating plants in the mist of rising inflation. It
is also funny and saddening that Nigeria is both a producer and export of these costly petroleum products.
The government has in the past few years privatized electricity supply in Nigeria, with the aim of solving this
problem but it is obviously not helping the situation. This is a big challenge to information and
communication technology deployment in Nigeria universities, as the university and indeed all industries
require electricity in order to operate ICT and electronic gadgets (Azuh & Melody, 2014).
Some rich universities manage to provide private electricity supply for their administrative sections, while
other sections of the university go without electricity supply. It is so bad that lecture halls and academic
offices are expected to run under very hot weather, without electric supply to power air conditioners, fans,
projectors and other basic learning gadgets. Since privatization did not solve this problem, government
partnership with private electricity distribution companies might be the only option left to improve electricity
supply in Nigeria and aid ICT deployment in Nigerian universities
Conclusion
Having examined the challenges of ICT integration in education presented by different authors, such as
Murray and Campbell (2000), Hargreaves (1994), Cook, (1997), Ang (1998), Glennan and Melmad (1996),
Ringstaff (1995), (Lai 2001), Sinko (2002) and etc., it is obvious that the integration of ICT in education is
faced with plethora of challenges: political, social, economic, etc etc. These challenges will persist if
governmental, and non-governmental bodies do not synergize to tackle the aforementioned barriers. Political
decisions need to be taken; teachers need to be enlightened, infrastructure and other facilities as listed above
need to be given adequate consideration. In short, the way forward as captured under each of the aforelisted
barrier/challenge, if given consideration by necessary authorities, would help to overcome the challenges of
integrating ICT in education and usher in a new outlook.

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