The primary objective of education is to provide students with the information and abilities that will enable them to effect the kinds of changes in themselves that are desired by others. This can become a reality if the process of teaching and learning creates an environment that encourages the student to think analytically and critically and, as a result, to function as a catalyst for social transformation. In most countries, education is broken up into basic, secondary, and tertiary levels. Primary education is the lowest level of education. There are some instances in which students continue their education into the primary level from the pre-primary level.
Within the framework of the educational system, the secondary level is considered to hold a pivotal position. “Secondary education” is defined as “the education that pupils receive following primary school and before the postsecondary stage,” as stated in the publication Federal Republic of Nigeria, FRN (2004, page 18). Therefore, the general objectives of secondary education should be to educate the individual for useful living within society as well as for higher education.
It has been argued that the integration of information and communication technologies (ICTs) into the educational system of the 21st century is absolutely necessary in order to stay up with the rapid pace of technological advancement. The incorporation of information and communication technology into the instructional framework of the Nigerian educational system is of the utmost significance because of the enormous potentials that it would convert into in terms of successful outcomes. In comparison to investments of a comparable nature made in telecommunications, those made in Nigeria’s educational system in information and communication technologies have not produced very fruitful results as of yet (Atureta, 2011).
The pervasive impact that information and communication technologies have had around the globe has unquestionably had an effect on the field of education. The use of information and communication technology in educational institutions has had an effect not only on the quality but also on the quantity of teaching, learning, and research (Kwacha, 2007). According to Ololube, Ubogu, and Ossai (2007), the implementation of ICT usage, integration, and diffusion has ushered in a new age in educational methodologies. As a result, it has fundamentally altered the conventional method of information delivery and usage patterns in the field, in addition to providing a contemporary learning experience for educators as well as students. ICT has the potential to accelerate, enrich, and deepen skills; to motivate and engage students in learning; to help relate school experiences to work places; to help create economic viability for tomorrow’s workers; to contribute to radical changes in school; to strengthen teaching; and to provide opportunities for connection between the school and the world (Davis & Tearle, 1999; Lemke & Coughlin, 1998; cited by Yusuf, 2005).
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