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While there had been a giant attempt at integrating digital learning into instruction in other advanced countries, Nigeria is not yet fascinated by the potential of technology to enhance teaching and learning. Many of our schools are lagging behind in integrating technology into instruction. Teachers are apprehensive about improving and modifying instruction by incorporating the new technologies. According to Salomon (1989), there are clear indications from many developing countries like Nigeria that the supply of relevant and appropriate software is a major bottleneck obstructing wider application and utilization of digital learning in Nigeria tertiary institutions. Schulmeister (2006) states that experience proved that the benefits of digital learning could not be fully taken advantage of, expectations could not be met and that technology often was used to simply reinforce outmoded approaches to learning. Resnick (2002) criticizes that even though Information Communication Technology is applied in education, the approaches to teaching and learning remain largely unchanged. There is therefore non-availability of internet access in some tertiary institutions because of the recurrent cost of bandwidth. Inequality of access to technology is the challenge of digital divide existing among the student in Nigeria tertiary institution (Omofaye, 2007). Thus, some of them are unable to afford computers due to the relative cost to the average income of workers in the country The cost of accessing the internet in Nigeria is still on the high side, some students find it a challenge to afford。


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