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\nStrategies  \nEmmanuel C. Ibara  \nABSTRACT  \nThe paper examines the Nigerian information technology policy and contends that the policy appears not to have sufficiently emphasized the integration of ICT in the nation’s education system. It argues that the policy ignores critical elements of quality ICT application in education such as the need for integration into curricular and pedagogical structures, the need for quality professional development programs for teachers and the development of local content software. The paper advocates holistic policy considerationsand strategies that reflect these critical elements.  \nINTRODUCTION  \nThe global interest for the advancement of education in developed and developing countries of the world has been challenged by information and communication technology (ICT) . The pervasiveness of ICT has brought about rapid technological, social, political, and economic transformation that has resulted in a network of society organized around ICT (Castells, 1996) . In concrete terms, ICT can enhance teaching and learning through its dynamic, interactive, engaging content and can provide real opportunities for individualized instruction. Information and communication technology has the potential to accelerate, enrich, deepen skills and motivate and engage students in learning. It helps to relate school experiences to work practices, contributes to radical changes in school, strengthens teaching and provides opportunities for connection between the school and the world (Davis & Tearle, 1999) . Information and communication technology can make the school more efficient and productive thereby engendering a variety of tools to enhance and facilitate teachers’ professional activities (Kirschner & Woperies, 2003) . In research ICT provides opportunities for schools to communicate with one another through email, mailing lists, chat rooms, and so on. It also provides quicker and easier access to more extensive and current information and can be used to do complex mathematical and statistical calculations. Furthermore, it provides researchers with a steady avenue for the dissemination of research reports and findings (Yusuf & Onasanya, 2004). Accordingly, the Nigerian national policy on education places emphasis on the provision and utilization of ICT as it stipulates that considering the prominent role of ICT in advancing knowledge and skills necessary for effective functioning in the modern world, there is the urgent need to integrate ICT in education (FRN, 2004)  \nBased on a review of 28 major reports on technology integration in American Schools, Culp, Honey and Mandinach (2003) advanced three major reasons for ICT in education. They suggested that technology is usually (a) a tool for addressing challenges in teaching and learning,(b) a change agent and (c) a central force in economic competitiveness. As a tool for addressing challenges in teaching and learning, technology has capabilities for delivery, management, support of effective teaching and learning. It is equally good  \nEducational Planning 5 Vol. 21, No. 3  \nfor geographically dispersed audiences and helps students to collect and make sense of complex data. It also supports diverse and process-oriented forms of writing and communication, and broadens the scope and timeliness of information resources available in the classroom. As a change agent it catalyses various changes in the content, methods, quality of teaching and learning, thereby ensuring effective operation of constructivist inquiry-oriented classrooms.  \nThe school plays a major role in developing an ICT culture of a country. The school must provide effective leadership in ICT integration through research, modelling of effective integration of ICT and provision of opportunities for professional development. In order to husband the potentials of ICT, most nations have evo","cbCaisprieem3cAU","https://ap.wps.com/l/cbCaisprieem3cAU","pdf",169277,14,"English","# Introduction\n## ICT benefits for teaching and learning\n## Technology integration in national policy\n## Digital divide and Africa’s ICT initiatives\n## Nigeria’s NICI and telecommunication policy background","[{\"question\":\"What problem does the paper identify in Nigeria’s ICT education policy?\",\"answer\":\"The paper argues that the policy does not sufficiently emphasize integrating ICT into Nigeria’s education system, especially in teaching and curriculum structures.\"},{\"question\":\"Which elements does the paper say are missing for effective ICT application in education?\",\"answer\":\"It highlights the need for ICT integration into curricular and pedagogical structures, quality professional development programs for teachers, and development of local content software.\"},{\"question\":\"How does the paper describe ICT challenges in Africa and Nigeria?\",\"answer\":\"It explains that the digital divide is strong, citing low access to ICT equipment, weak internet connectivity, limited participation in ICT development, and low involvement in software development, with Nigeria adopting ICT later than many regions.\"}]","Information and Communication Technology Integration in the Nigerian Education System - Policy Considerations and Strategies | PDF",1792095070,35]