During the 20th century, there were many changes but none of them was as profound as the effect of Information and Communication Technologies (ICT). The 20th century was the century of the physical sciences, the transistors, the computer and other material sciences. New technologies and new techniques were engendered by the Information and Communication Revolution, which allow for the knowledge and the dissemination of Information and knowledge. The new technologies include the Internet, CD-Rom and other electronic media forms. Among all the new technologies, Internet remains the most effective Information and Communication Technological resource (Liverpool, 2001).
According to Abraham (2002), the Internet has been the driving force for new interest and new learning device. It is often referred to as the Net, the information super high way and the cyberspace. It has been seen as a dazzling new product, a new information system, a new way to find out things, a new communication medium. It may as well be described as a global market place, where people can find any type of information that is of great interest to them. Daly and Miller (1998) state that the Internet is an interesting and vital technical change and a basis for virtually instantaneous communication worldwide.
Internet is an educational medium. It changes the way people work, live, play, and learn. Daly and Miller in their investigation found out that over 70 million people receive education on the Internet yearly and that everyday training of people for every job on earth is readily available on the Internet. The use of Internet in educational institutions has gained grounds whereby the staff and students use the Internet for various purposes such as E-mail, E-learning, news, games, research, phone call, lottery, admission and employment.
In Nigeria, the Federal Government has prepared citizens on how to live in the Internet age through its policies and actions. In 1994, the ministry of Education commissioned the use of Internet in Nigerian tertiary schools and education. The National University Commission (NUC) established National University Network (NUNET), which was published in 1996. It was specifically established for instructional purposes, research and administrative processes through the installation of a campus wide voice and data communication network. These facts suggest that Internet has been introduced, tested and established in Nigeria for her educational values or purposes.
On these notes, Fajuyigbe and Ekubase (2001) state that gone were the days of hyper-dermic needle method of teaching and teachers’ myopic and narrow-minded instructions. Then, teachers and lecturers saw themselves as the oracles and “sage on the stage” delivering lectures, giving information and transmitting knowledge to eager students whose minds were supposedly empty vessels waiting to befit. Coy (2001) in similar thoughts, opts that with the exponential growth of the Internet; the traditional methods of learning are fast vanishing. There has been a general awareness and awakening of the Nigerian populace of what Internet can achieve for the education of the citizenry.
Incidentally, Hanif (2006) observes that even though the Internet allows the citizenry, to move along on the same pace, the teachers take the lead and play the role of guiding and facilitating or assisting students to gain the skills required to acquire and utilize the knowledge available in various forms. In spite of the functional and dynamic values of Internet services to education, teachers still delve into using the traditional approaches in teaching. They still pose as the repertoires of all knowledge. Their teachings and learning are still modeled rigidly and awkwardly along the old system and style where learners are meant to memorize all rules, all forms and take in the strict definitions. The technique, which appears very prescriptive, is found with a total disregard for dynamism and eclectism. It is fraught with unfunctionality, role and parrot learning.
EDITOR'S SOURCE: Project Topics
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