Chapter One




The use of ICT in Colleges of Education has become imperative because of the fact that these institutions would produce teachers that need to teach/educate the populace on values of ICT and its integration. Again by considering the teeming learners, academic and non-academic staff members in this domain of education, the challenges of administering such institutions have become massive. Adebayo (2012) argued that education at this level should be ICT compliant as it is being found useful in other sectors such as in e-banking, e-commerce, e-mail, e–this or e-that, though we heard of e-learning of recent.  The need for information and communication technology (ICT) is becoming more ubiquitously discernible. It is now more compelling to adopt information and communication technology virtually in all aspects of human endeavor. The world in general is now seeing ICT as solution driven innovation rather than an attempt to solving problems. This is partly because ICT has been tried, tested and verified to be a solution apparatus due to its compatible applications in salvaging virtually all human problems. Unachukwu and Nwankwo (2012) observed that rapid growth in the field of education has made governance (administration) in academic sector a very complex task. They suggested that such tasks could be made simple through the use of latest technology for communication which is known as information and communications technology. In essence, ICT facilitate the acquisition and absorption of knowledge, offering educational administrators indispensable opportunities towards enhancing educational systems by improving planning and policy formulation strategies, organization of records, proper coordination of human resources, as well as directing or commanding people towards adequate execution of the set plans for the overall accomplishment of organizational goals.


Maki (2008) posited that information and communication technology plays a vital role in supporting powerful leadership and efficient management and administration. Thus ICT occupies a very central place in modern educational management and administration of the schools in terms of strategy, policy development and implementation, financial effectiveness and customer satisfaction. These could become possible with computerized information management systems and modern methods of communications. Saiti and Prokopiadou (2009) advised that one of the keys to successful management of any educational institution includes the ability to understand and apply modern management principles and techniques effectively. Hence, having access to ICT facilities such as internet, e-libraries etc., will no doubt provide an enriching opportunities for an administrator to keep abreast of changes and discoveries in the area of management principles and techniques.


Orji (2011) contended that as high-performance organizations, educational institutions may be interested in having an effective and efficient multi-user integrated management information system that is aimed at creating an environment which allows for the development of the full potential of the schools resources which will become more useful to the society. Here, the school resources may include teachers, counselors, non-teaching staff members, students and non-human resources like libraries, laboratories, school farms and other extra-curricular equipment. If these school resources are made to become ICT incline and compatible, there exist tendency of grooming people who would ever be relevant and competitive in our modern society. Thus ICT is ever important in the administration of schools because of its relevance in all aspects of the school.


Fisseha (2011) posited that information and communication technologies unlock the door of education systems. This indicates the growing demand and increasingly important place that ICT have received in education. Educational institutions are under increased pressure to do and optimize management through the use of innovative technologies. This is because ICT provide greater opportunity for educators, teachers and students to adjust learning and teaching to current educational needs or policies. Thus schools are indubitably compelled to give appropriate response to this technical innovation in order to remain relevant in the society.


It is also noteworthy that usage of ICT in the administration of schools involves harnessing technology for better planning, setting standards, effecting changes when need be and monitoring results of the core functions of the school system. UNESCO (2009) argued that the integration of ICTs in education is inevitable. This is because the relevance of ICT in the smooth administration of the school is innumerable. Krishnaveni and Meenakumari (2010) stated that:

ICT provides several facilities and possibilities for educational administrators to do their tasks and communication and information systems could change the very nature of higher education, allowing information to be transferred, stored, retrieved, and processed by almost all who work, study or interact with a given institution; there is an increase in managerial effectiveness and efficiency through usage of information and communication technologies.

Suffice the above to say that enhancing the usage of ICT on these functional areas as data processing will enable enhancement of overall information administration in schools in the realm of global competitive environment. ICT have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow’s workers, as well as strengthening teaching and helping schools change (Yusuf, 2005).

Effective administration of schools is a key determinant for the realization of desired outcomes and success in both public and private schools. It is often seen as critical by all stakeholders to the school system. Gray and Smith (2007) in Makewa, Meremo, Elizabeth and Jesse (2013) argued that the twenty-first century principal administrators face numerous challenges emanating from the technology partly because ICT are increasingly being used and viewed as important in all spheres of operation including education. This requires ICT personnel for effective and dynamic school administration. Despite the foregoing prospects of ICT in education, it is yet to be understood whether or not the ‘parties to school administration’ have adequately comprehended the ways in which ICT can be applied in the various administrative sub-systems in Nwafor Orizu College of Education, Nsugbe. Thus, the trust of this work is to ascertain the ‘Perception of School Administrators on the use of ICT in the administration of Nwafor Orizu College of Education, Nsugbe’.

Makewa etal (2013) identified personnel administration, student administration, supervision of instruction, financial administration as well as general administration as subsystems for ICT-based information system meant for administration of secondary schools. This shows that ICT has found several areas of application in school administration.

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Updated: 28th March 2018 — 1:08 pm