There is general insecurity in the contemporary learning environment particularly at secondary education level. Such insecurity could be posed by distractions to learning as a result of peer pressure, poor program design in the schools and lack of appropriate provision and utilization of learning resources such as the ICT tools. Students of secondary schools are within the age bracket of 14-18 years, which fairly corresponds with the teenage or adolescence stage. Due to limited life experience of this age group, they trend to misuse the ICT infrastructure put in place to support their learning in school or even at home. Therefore, care has to be exercised to protect learners from dangerous and harmful effects of such ICT tools as internet which facilitates access to dangerous websites that render them vulnerable to insecurities and distractions. This paper discussed the available ICT tools in Nigerian secondary schools, the need to guide the students in proper utilization of such tools so that they do not fall victims of the insecurity posed by negative influence of the ICT tools. The paper recommended some strategies to be applied by teachers, administrators, policy makers, and care givers in protecting the learners from such dangers.

1. 1
CHALLENGES OF INSECURITY IN INFORMATION AND
COMMUNICATIONS TECHNOLOGY BASED LEARNING
ENVIRONMENT IN NIGERIAN SECONDARY SCHOOLS
BY
ABDULLAHI, SHEHU RINGIM
INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
CENTRE,
FCT COLLEGE OF EDUCATION ZUBA-ABUJA,
shehuringim@gmail.com/08067345255.
AND
TARDA, BADAMASI AYUBA
EDUCATIONAL FUNDATION DEPARTMENT,
FCT COLLEGE OF EDUCATION ZUBA-ABUJA,
tardaba@yahoo.com/08065252349.
PAPER PRESENTED AT 1ST
ANNUAL NATIONAL CONFERENCE OF
COASU, FCT COLLEGE OF EDUCATION ZUBA-ABUJA
THEME: EDUCATION AND CHALLENGES OF INSECURITY IN
NIGERIA.
12TH
– 15TH
MAY, 2013.
ABSTRACT

2. 2
There is general insecurity in the contemporary learning environment particularly at
secondary education level. Such insecurity could be posed by distractions to learning
as a result of peer pressure, poor program design in the schools and lack of appropriate
provision and utilization of learning resources such as the ICT tools. Students of
secondary schools are within the age bracket of 14-18 years, which fairly corresponds
with the teenage or adolescence stage. Due to limited life experience of this age group,
they trend to misuse the ICT infrastructure put in place to support their learning in
school or even at home. Therefore, care has to be exercised to protect learners from
dangerous and harmful effects of such ICT tools as internet which facilitates access to
dangerous websites that render them vulnerable to insecurities and distractions. This
paper discussed the available ICT tools in Nigerian secondary schools, the need to
guide the students in proper utilization of such tools so that they do not fall victims of
the insecurity posed by negative influence of the ICT tools. The paper recommended
some strategies to be applied by teachers, administrators, policy makers, and care
givers in protecting the learners from such dangers.
INTODUCTION

3. 3
In this age of profound advancement in the Information and Communications
Technology (ICT), there is growing concern over the (miss)use of ICT resources
provided support learning in schools. Such ICT resources include the computer,
scanner, printer, Intranet, Internet, e-mail, videophone systems, teleconferencing
devices, wireless application protocols (WAP), radio and microwaves, satellite
television, multimedia devices all of which one way or the other, could be used in
curriculum implementation. In e-learning, curriculum content in the form of texts,
visuals, e.g. pictures, posters, videos, audio/sound, multicolor images, maps, and
graphics, can be simultaneously presented online to students in both immediate
locations (classroom model of e-learning) and various geographical distances
(Distance Education model of e-learning). The same materials could be available and
used offline when stored in the storage media, and played in the computer related
devices.
According to Nicholls and Nicholls (1980), Mkpa (1987), and Offorma (2002),
curriculum implementation is the planning and execution of the contents of curriculum
in order to bring about certain changes in the behavior of the learners and the
assessment of the extent to which the changes take place. The primary purpose of
implementation is to achieve the objectives of instruction, and achieve retention and
transfer of knowledge. Richmond (1997) observed that, there is a great link between
the curriculum and ICT and that there are three major areas that technology can
influence learning, including:

4. 4
i. Presentation, demonstration and the implementation of data using productivity
tools.
ii. Use of curriculum – specific applications such as educational games, drills and
practice, simulations, tutorials, virtual laboratory visualizations and graphics,
representations of abstract concepts, musical composition and expert systems.
iii. Use of information and resources on CD-Rom, online encyclopedia, interactive
maps and atlases, electronic journals and other references.
Similarly, the role of ICT in curriculum implementation is recognized by the
Nigeria National Policy on Education (FRN, 2004, p. 53) where it stated that, “the
government shall provide facilities and necessary infrastructures for the promotion of
ICT and e-learning.” It is against this background that it becomes imperative to
examine the extent of availability and usage of ICT tools in Nigerian secondary school
environment and possible insecurity challenges to the learners which may arise from
such ICT infrastructure as well the need to proffer proactive measures to safeguard the
learners.
Regrettably, further to the ICT devices provided by the schools, students often have
access to handheld devices such as iPad, iPod, GSM phone among others. These tools
are within absolute control of the students such that it becomes almost impossible to
dictate to them how they use it. Most schools however, attempt to regulate their
students’ access and usage of devices by proscribing them in the schools.

5. 5
Information and Communications Technology Tools in the Learning
Environment
Shavinina (2001) defines ICT as all the digital technologies, including: computer,
scanner, printer, telephone, internet, digital satellite system (DSS), direct broadcast
satellite (DBS), pocket-switching, fiber optic cables, laserdisc, microwaves, and multi-
media systems for collection, processing, storage and dissemination of information all-
over the world.
ICT tool – This refers to any of the modern technology resources available and which
could be deployed in the learning environment among other purposes.
Learning environment- learning environments are typically constructivist in nature,
engaging learners in "sense-making" or reasoning about extensive resource sets.
Learning environments typically include four components: i- an enabling context, ii-
resources, iii- a set of tools, and iv- scaffolds (Hannafin, Land, & Oliver, 1999). The
National Research Council of the U.S. defines learner centered environments as those
that “pay careful attention to the knowledge, skills, attitudes, and beliefs that learners
bring with them to the classroom.”
Impact of ICT Tool in Learning
The rapid rate at which ICTs have evolved since the mid 20th century, the
convergence and pervasiveness of ICT, give them a strong role in development and
globalization (Nwagwu, 2006). ICT have a significant impact on all areas of human

6. 6
activity (Brakel and Chisenga, 2003). The field of education has been affected by ICT,
which has undoubtedly affected teaching, learning, and research (Yusuf, 2005).
Improved secondary education is essential to the creation of effective human
capital in any country (Evoh, 2007). The need for ICT in Nigerian secondary schools
cannot be overemphasized. In this technology-driven age, everyone requires ICT
competence to survive. Organizations are finding it very necessary to train and re-train
their employees to establish or increase their knowledge of computers and other ICT
facilities (Adomi and Anie, 2006; Tyler, 1998). This calls for early acquisition of ICT
skills by students.
The ability to use computers effectively has become an essential part of
everyone's education. Skills such as bookkeeping, clerical and administrative work,
stocktaking, and so forth, now constitute a set of computerized practices that form the
core IT skills package: spreadsheets, word processors, and databases (Reffell and
Whitworth, 2002).
New instructional techniques that use ICT provide a different modality of
instruments. For the student, ICT use allows for increased individualization of
learning. In schools where new technologies are used, students have access to tools
that adjust to their attention span and provide valuable and immediate feedback for
literacy enhancement, which is currently not fully implemented in the Nigerian school
system (Emuku and Emuku, 1999 & 2000).
Relevant ICT Tools in Secondary Education

7. 7
ICT tools are those tools which have an input- output, and facilitate processing data,
managing, manipulation, transmission information, and interactive communication
with its user. There are many ICT tools that are useful for educational purposes. One
way to discuss such tools is to group them under the following nine (9) subheads
based on their use, function and application;
 Computer System - Computers comprise of the desktops and laptop computer,
these are the most common tools used in enhancing teaching and learning in
school setting. It consist of various applications that could be used in instruction
(such as; Microsoft office applications and developed programmes such as -
Typing tutors, Math-lab, Auto-card, educational games, etc). Many of the ICT
tools like - Printers, scanners, projectors, interactive whiteboard, internet
access; will be useful only when connected to computer.
 Audio/Speaker- is an output device that produces audio or sound which could
range from the voice of the teacher, the narrator to even the sound made by
animals, used for instructional purposes. The Speaker is also useful in learning
environment as public addressing system and audio conferencing, which
involves the live (real-time) exchange of voice messages over a telephone
network.
 Printer- an output device that produces information on a printed paper. Printed
papers could be useful to learning processes, such as: books, journals, handouts,
pamphlets, booklets etc.

8. 8
 Scanner- an input device that enable data/information to be captured with the
help of computer. Pictures, graphics, text documents, etc. can be processed and
possibly printed out or stored for future use.
 Projector- an output device that produces (and magnifies) visual pictures, text
documents, graphics, moving objects such as animations and real movies.
Projector can also be used as video conferencing. This device is very useful in
teaching and is commonly found in ICT compliant learning environments.
 Interactive Whiteboard - a whiteboard that operates digitally, this can serve as
projecting board and interactive writing board, which manipulates viewing
screen into “touch screen” digitally.
 Educational Games - are “structured activities” software with the set rules for
play in which two or more students interact to reach a clearly stated
instructional objective. There are games that are already available which can be
used in the classroom. For instance, scrabble helps students to build vocabulary.
Ludo as a game of dice is useful for basic numeracy apart from calculated risk
taking. Card games such as WHOT teaches shapes as well as numeracy and
ordinary card games add the element of colour and complexity in decision-
making.
 Internet - interconnection between two or more computers or devices to enable
them share information/data worldwide. Tracy (1995) defines the internet as the
international network of communications in which computers in the Wide Area
Network (WAN) talk to each other. Access to internet enhances learning by

9. 9
obtaining lectures (e-learning) and lecture materials (e-learning materials, e.g.
books, journals, handouts etc) online.
Insecurity in the Learning Environment
According to Daramola (2001), whatever pattern of organizational planners decide to
adopt, they need to decide on the scope of what is to be learnt. This is reflected in the
curriculum of the society. A curriculum is defined as all the experience to be acquired
by the learner in a school system.
In the past three decades, Nigeria contends with dividing quality of education at all
levels. At secondary level, this is reflected in the serial mass failure of students in the
WAEC, NECO and Unified Tertiary Matriculation Examination conducted by the
Joint Admissions and Matriculation Board. There are many other vices (associated
particularly to youths in secondary schools) which continue to assume won some
dimension, thus constituting immediate and remote security implications to the nation.
These include;
i. Examination malpractice
ii. Cultism
iii. Drug abuse
iv. Rape/sexual harassment
v. Violence/ gangster/ terrorism

10. 10
vi. Cyber crime (popularly referred to as yahoo-yahoo/419)
vii. Stealing/armed robbery/kidnapping, among others.
Although ICT tools are impartial on their own. It is undeniable fact that ICT aids
and aggregates the proliferation of these social uses to the extent of threatening our
values and security as a nation.
Safe guards Against ICT Insecurity
Knowledge is not “out there”, independent of the learner and which the learner
passively receives; rather, knowledge is created through an active process in which the
learner transforms information, constructs hypothesis, and makes decisions using
his/her mental models. Thus, a form of constructivism called social constructivism
emphasizes the role of the teacher, parents, peers and other community members in
helping learners to master concepts that they would not be able to understand on their
own. For social constructivists, learning must be active, contextual and social. It is
best done in a group setting with the teacher as facilitator or guide.
This implies the learner does not have his/herself in insulation from the influence
of the social environment (at home, school and indeed the community). It therefore
refers the concerted and synergistic efforts of teachers, parents and administrators to
checkmate the negative influences around the child. Following area essential agents/
area to focus attention in protecting the child from the insecurity of ICT environment.
I. PEER PRESSURE- Friends exhort the highest negative aspect of behavioral
change on learners. This results in exposing one another in to dangerous aspects

11. 11
of life, such as drugs abuse, cultism and other bad habits. All these could be
learned faster using ICT tools.
II. FAMILY- Ideally “charity begins at home” (as the wise saying). Parent and
relative needs to put hand in controlling the behavior of teenage family
members. Time misuse and immoral pleasure are the major aspects to be
considered during having activities with electronic equipment and other ICT
tools, such as watching movies particularly via satellite TV and pornographic
materials, playing unnecessary games and the internet in any negative aspect of
learning.
III. TEACHER- in addition to general preparation pedagogy, for 21st
century
teacher to guide students from negative effects of the ICT. Teacher professional
development should have the followings: skills with particular applications;
integration into existing curricula; curricular changes related to the use of IT
(including changes in instructional design); changes in teacher role; as a mentor
and facilitator and good grasp of underpinning educational theories. Good
teacher is expected to guide a learner through not only in the piece of
knowledge but rather the real life physical interactions, both in school and entire
community. This implies regular engaging discussion about ICT tools and the
advantages and disadvantages with the students, as well monitoring their usage
of such tools.
I. POOR SCHOOL PROGRAMS- at times programs organized by the schools
give room to insecure learning environment. Provided a learner is engaged,

12. 12
he/she may tend to have more time in conducting other negative activities such
as drugs, cultism exploring dangerous websites/ search engines on the internet
or watching movies, charting on social websites etc.
II. LACK OF SUPERVISION- Learner at the teenage level of life needs proper
supervision to prevent them from bad acts. Supervision is very important
especially when having interaction with the ICT tools to avoid misuse. Learner
may spend the whole day/night using computer in watching movies, playing
games and even accessing forbidden websites. Accordingly, teenage requires
full supervision in daily activities.
Strategies to Secure ICT Learning Environment
Appropriate use of ICT can catalyze the paradigmatic shift in both content and
pedagogy that is at the heart of education reform in the 21st century. For today’s
schools, creating this kind of learning environment takes diligent effort and is
critically important to ensuring students feel comfortable enough to focus on learning.
As an educational policy the ICT is highly recommended in all secondary schools
nationwide. There is deliberate effort by Federal ministry of education to ensure that
Nigerian unity schools are provided with computer laboratory possibly connected to
internet to improve learning effectively. All the states government in the federation all
generally expands access to ICT infrastructure to secondary school under their control.
These efforts are consistent with new ways of teaching and learning
underpinned by constructivist theories of learning with advocate a shift from a

13. 13
teacher-centered pedagogy in its worst form characterized by memorization and rote
learning to one that is learner centered.
Further to the provision of ICT infrastructure, the following strategies should be
adopted in order to ensure that the security risk of ICT environment is minimized on
the learners;
1. Active learning. ICT enhanced learning mobilizes tools for examination,
calculation and analysis of information, thus providing a platform for
student inquiry, analysis and construction of new information. Therefore,
teacher should occupy learners with challenges tasks that kept them
focused.
2. Collaborative learning. ICT supported learning encourages interaction
and cooperation among students, teachers, and experts regardless of
where they are. Accordingly, students should always be paired and
assigned team tasks while using ICT tools for learning, members of the
group should be changed frequently as friends may misuse of the ICT
tools among themselves.
3. Creative Learning. ICT supported learning promotes the manipulation
of existing information and the creation of real-world products rather than
restating the received information. Thus, creativity should be encouraged
in using ICT tools. For instance, students may be given a task to be
presented as Microsoft power point slides instant few minutes so that the
best presentations are selected for commendation on assembly grand or
be given a form of size.

14. 14
4. Integrative learning. ICT enhanced learning promotes a thematic,
integrative approach to teaching and learning. This approach eliminates
the artificial separation between the different disciplines and between
theory and practice that characterizes the traditional classroom approach.
This implies that students from different subject combination such as,
science, Arts, Commercials could be marked together in an ICT learning
environment to carry out multi-disciplinary task to encourage integration
of knowledge. The pressure in learning something near from fellow
students of different subject background fosters cooperation, commitment
to task and focus on positive use of ICT tools.
5. Evaluative learning. ICT enhanced learning is student directed and
diagnostic. Unlike static, text or print based educational technologies,
ICT enhanced learning recognizes that there are many different learning
pathways and many different articulations of knowledge. This implies
that the teacher may throw a task open to the group and occur them
random trails while the class members evaluate efforts of their fellow
learners in using the ICT tools. This encourages every individual to
become sorry in the use of ICT perhaps he/she could be the next to appear
before the class.
CONCLUSION
The use of Information and Communication Technology to assort line is one of global
best baptize. While the ICT tools have also become indispensible part of our learning

15. 15
environment, our homes and personal life, it is essential to guide the secondary school
students on their proper usage so as to protect them from inherent insecurity of the
globalised world of all possible tendencies. This will minimize infiltration in to our
nation of variation security challenges from other countries/regions
RECOMMENDATION
In view of the coherent risk and insecurity associated with ICT tools in the hand of
teenage learners, the following are recommended in order to safeguard the learners in
Nigerian secondary schools;
i. The government should provide a standard policy on ICT, and that the policy
should lay emphasis on how to protect learners from insecurities associated with
the ICT tools in the learning environment. Pursuant upon this policy, schools
should develop protocols, rules and regulations guiding students’ usage of ICT
tools in Nigerian secondary schools.
ii. All secondary schools in Nigeria should be provided with adequate quantities of
ICT tools and internet connection in order to enhance web-based instruction
with effective maintenance and supervision.
iii. The capacity of Nigerian teachers should be should be built in the use of the
ICT tools, be motivated and encouraged to develop and use multimedia
courseware and software relevant to teaching and learning. The government
should motivate teachers through provision of adequate funds for regular

16. 16
(training and retraining) capacity building in courseware development and
deployment in learning.
iv. The government should provide adequate power supply in order to support the
use of electronic equipment for e-learning, with standby generator where
necessary.
v. Teachers should be sufficiently empowered to take adequate positive measures
on any student violating ICT usage protocols in the schools.
REFERENCE

17. 17
Adomi, E.E., & Anie, S.O. (2006). An assessment of computer literacy skills of
professionals in Nigerian university libraries. Library Hi Tech News 23(2): 10-
14.
Adomi, E.E. (Forthcoming b). African Web portals. In Tatnall, A. (Ed.)
Encyclopaedia of portals technology and applications. Pennsylvania: Idea
Group (in press).
Brakel, P.A., & Chisenga, J. (2003). Impact of ICT based distance learning: The
African story. The Electronic Library 21 (5), 476-486.
Daramola, S. O. (2001): Relevance of curriculum, teaching and Examination Syllabi
for Instruction in Fundamental Principle and Practice of Instruction. Ilorin,
Department of Curriculum Studies and Educational Technology, University of
Ibm.
Enuku, U.A., & Enuku, O. (1999 & 2000) Breaking down the walls: Computer
application in correctional/prison education. Benin Journal of Educational
Studies 12/13 (1/2): 64-71.
Evoh, C.J. (2007) Policy networks and the transformation of secondary education
Through ICTs in Africa: The prospects and challenges of the NEPAD E-
schools Initiative. International Journal of Education and Development Using
Information and Communication Technology (IJEDICT) 3 (1), 64-84.
Available: http://ijedict.dec.uwi.edu/include/getdoc.php?
id=2198&article=272&mode=pdf
Federal Republic of Nigerian (2004). National policy on education. Lagos: NERDC
Press.
Goshit, T. (2006). Nigeria's need for ICT: SP. 259 technology and policy in Africa.
Available:http://ocw.mit.edu/NR/rdonlyres/Special-Programs/SP-259Spring-
2006/891209EE-E63B-4617-BA9D-7635A63C754B/0/goshit.pdf
Nicholls, A & Nicholls, H. (1980). Developing curriculum: A practical guide.
London: George Allen.
Nwagwu, W.E. (2006). Integrating ICTs into the globalization of the poor
developing countries. Information Development 22 (3): 167-179.
Oduroye, A.P. (n.d.) Challenges of learning and teaching with computers.
Available: http://www.itnetwork.org.uk/56.htm

18. 18
Offorma G.C (2002). Curriculum implementation and instruction. Onitsha: Uni-
World Educational Publishers.
Reffell, P., & Whitworth, A. (2002). Information fluency: Critically examining
IT education. New Library World 103 (1182/1183): 427-35.
Richmond, R. (1997). Integration of technology in the classroom: An instructional
perspective. Saskatchewan School Trustees Association - SSTA Research
Centre Report, 97-02.
Shavinina, L.V. (2001). A new generation of educational multimedia: High
intellectual and creative educational multimedia technologies. New
York: Mary Ann Liberty Publishers.
The National Research Council of the U.S. North Central Regional Educational
Laboratory. http://www.ncrel.org/engauge/skills/21skills.htm. Accessed 31
May 2002, page 7.
Tracy, L. (1995). The internet companion. New York: Addison-Wesley Publishers.
Tyler, K.D. (1998). The problem in computer literacy training. Available:
http://www.ccs.new.edu/home/romulus/papers/mywu/report.htm
Yusuf, M.O. (2005). Information and communication education: Analyzing the
Nigerian national policy for information technology. International
Education Journal 6 (3), 316-321.