Nature of ICT Tools used in the Management of Educational Services

A perusal of the available literature suggests that the nature of the ICT introduced and used in the management of educational services has been covered in a considerable number of studies (Aginam, 2006; Akinsende, 2002; Ashton et al., 2005; Barreket, Scott & Payne, 2009;Baryamureeba, 2010; Brockman, 2005; Carlsson, 2006; Curtain, 2004; Eggleston et al., 2002; MacCallum, 2010; Sharples, Taylor & Vavoula, 2005; and Stead et al., 2006). While these studies explain the nature of ICT used in this management, and even though some of them discuss the extent of its use, they all fall short of analysing how it affects the effectiveness of this management at UNU University. Notwithstanding this gap, which this study is seeking to address, some of these delineate the nature of this ICT, thereby providing some indicators that can be used to establish the nature of ICT introduced in the management of educational services at UNU University.

The studies of Aginam (2006), Baryamureeba (2010), Curtain (2004) and Eggleston et al. (2002) explicitly indicate that the nature of this ICT refers to all forms of hardware and software tools and applications that electronically facilitate the creation, processing, storage, transmission, retrieval and utilisation of information for purposes of educational services planning, delivery in terms of teaching and learning and control in terms of monitoring and evaluation. Newhouse et al. (2002) defined ICT as all technologies used for the collection, storage, manipulation, and communication of information. They also defined hardware tools as all physical ICT components and software as electronic instruction files or applications that are used by ICT to complete tasks for a user. Barreket, Scott, and Payne (2009) view this regarding the capacity and cost efficiency of the ICT tools installed to manage

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educational services. Capacity refers to how modern, relevant, and adequate ICT tools available for use in educational services management are. While ‘modern’ refers to how up-to-date the tools are, ‘relevance’ refers to how appropriate the ICT tools are in facilitating the management of educational services as expected (Adepiju, 2008; Alexander, McKenzie & Geissinger, 2008). ICT cost efficiency compares the cost incurred to install ICT tools to the budgeted cost. ICT is cost efficient when the cost incurred to install it is equal to or less than the expected cost. The studies cited above describe the nature of ICT concerning installed hardware and software tools, their cost efficiency, adequacy, modernity, and appropriateness to the management of educational services. The studies, however, treat ICT in general terms, thereby falling short of specifying any installed ICT tools, particularly at UNU University. There is, therefore, a gap about the nature of ICT installed at UNU University, and it is this gap this study sought to fill.

Research indicates that there are some hardware and software tools that have been developed to facilitate the management of educational services such as teaching, lecturing, research, provision of library information, and others that support learning. According to Newhouse (2002a:14) the most important of all ICT tools is a computer defined “as an electronic machine, operated under the control of instructions stored in its own memory, which can accept data (input), manipulate data according to specified rules (process), produce results (output) and store the results for future use”. Other ICT tools include software and hardware such as internet services that facilitate searches of online sources of publications, online access to book dealers and book publishers and order placement, checking in, query on-order records using the World Wide Web; and intranet facilities that support the design, development and storage of information formatted as web pages and made accessible through the Local Area Network (LAN) (Odey, 2009; Okon & Jacob, 2002; Madu, 2004).

Other ICT tools include Data Communication (DC) tools,Electronic Performance Support Software (EPSS),Computer Managed Learning (CML) systems, personal computers such as laptops, monitors, desktops, CPUs, databases, CD-ROMs, MS internet information server, electronic mailing, networked information services, Universal Resource Locators (URL), access from home, shared curriculum

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resources, video-conferencing facilities, handheld mobile telecommunication facilities, library services management and many other devices designed to facilitate information creation and utilisation for educational purposes (Akinsende, 2002; Fife & Pereira, 2003; Itohowo, 2005; Newhouse, 2002b; Sharples, Taylor & Vavoula 2005). Other tools include personal digital assistants, mobile telephones and MP3 players, radio, television (Carlsson, 2006; Kwon & Chidambaram, 2000; MacCallum & Jeffrey, 2009). Each of these tools has the capacity or can be configured to have the capacity to support teaching and/or enable learning (Stead et al., 2006). Indeed, computers and the Internet complement each other to form powerful and essential educational tools, which have made teaching and learning virtual, easy and effective (Pedersen, 2003; MacCallum & Jeffrey, 2009). Mobile ICT facilities like mobile telephone sets have made a significant contribution to teaching and learning (Carlsson, 2006).

Although the above studies identify some tools that define and characterise the nature of ICT used in the management of educational services, they are specified while dealing with institutions and case studies differ with UNU University. In particular, the study of Odey (2009) focused on ICT as a useful tool for university education. The same applies to the study of James and Hopkinson (2009) as it focused on sustainable ICT in further and higher education generally. Madu’s (2004) study was also generalised to all developing countries as it covered technology for information management and services in modern libraries and information centres. Okon and Jacob (2002) identified the tools while dealing with the use of information technology by academics in selected universities in Nigeria.

Itohowo’s (2005) study was conducted in Nigeria while that of Sharples et al., (2005) involved developing a theory of mobile learning. The study of Fife and Pereira (2003) investigated the diffusion of mobile data applications while that of Akinsende (2002) researched electronics services in Nigerian libraries. Kwon and Chidambaram (2000) concentrated on attitudes toward knowledge sharing in the adoption of mobile devices or services. MacCallum and Jeffrey (2009), Carlsson (2006) and Pedersen (2003) dealt with the adoption of mobile devices and services. Based on the above

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research, there is, therefore, need to verify whether the tools that are identified apply to UNU University.

Several studies have revealed that ICT tools such as iPad, laptops, modems and other handheld tools provide many opportunities for widening participation and enabling easier access to learning at any convenient location (Stead et al., 2006). These tools support mobile and online teaching and learning by using devices, features and facilities that enable phone calls, taking pictures and images, recording audio and video messages, storing data, playing music and movies, and interacting with the Internet (Pedersen, 2003; Teo & Pok, 2003). According to Lee, Kim and Chung (2002), as more and more new devices continue to come onto the market, new features and capabilities are appearing at an accelerated pace, thereby making teaching and learning more comfortable, more accessible and more effective in meeting learning needs and educational expectations. Therefore, ICT opens the door to countless uses for educational purposes and offers a more convenient and effective change in learning (Phuangthong & Malisawan, 2005).

Information and Communication Technologies (ICT) are a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information. ICTs are also those technologies that can be used to interlink information technology devices such as personal computers with communication technologies such as telephones and their telecommunication networks. Chee (2006), Kirimi (2014), Osakwe (2013) and Oviawe (2011) define ICTs as a range of electronic technologies which, when converged in new configurations, are flexible, adaptable, enabling and capable of transforming organisations and redefining social relations. Personal computers and laptops with e- mail and the Internet provide the best example. The range of technologies is continually increasing, and there is a convergence between the new technologies and conventional media (Chee, 2006; Kirimi, 2014; Osakwe, 2013; Oviawe, 2011). Information and communication technology (ICT) has proliferated in all spheres of society in different areas. Examples of ICTs include fax, video-conferencing, digital radio, e-mail, broadband, network (wired and wireless, mobile phones, GPS (Global Positioning Systems), instant messaging, digital television.

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ICTs are also defined as all communication technologies (computers, internet, telecommunications, telephones, cameras .and so forth) installed to enhance the capture, storage, transfer, and usage of information needed. ICT has made tremendous contributions in various areas. Communication and information are at the very heart of the educational process, and consequently, ICT-use in education has a long history.

In educational services management, which is the focus of this study, ICT has made a significant contribution to the communication and consultation between students and higher education institution staff (Gani, 2013). Students do not only use ICT to produce objects for display of information but use it to create knowledge (Scardamalia & Bereiter, 2003). The students produce theories, models, proofs, problem formulations, interpretations, histories, critiques, and the like. These function for them as conceptual tools used in making sense of the world. ICT is therefore relevant because of the roles it can play in supporting a process of continued knowledge advancement, such as educational services management (Bereiter & Scardamalia, 2006).

A review of various studies suggests that installing ICT facilities such as internet- connected desktop computers and institutional cyber cafes, Local Area Network (LAN) and Wireless Area Network (WAN), Domain Name Service (DNS), proxy servers, firewall, email connectivity, and e-learning programmes improves the quality of learning in universities. For example, Aginam (2006) listed some ICT facilities that improve the quality of learning in universities in Nigeria such as Local Area Network (LAN) and Wireless Area Network (WAN), Domain Name Service (DNS), proxy servers, firewall, email connectivity, and e-learning programmes. Akubuilo (2007) conducted a study in tertiary institutions of Nigeria about how effective the utilisation of ICT is in the management of science instruction at the tertiary level. Akuegwu et al. (2011) conducted a study among university lecturers in Nigeria on the utilisation of information and communication technology facilities in instructional service delivery. Okebukola (2006) focused on how to achieve quality control in a Nigerian university system. Bassey, Okodoko and Akpanumoh (2009) posit that proper utilisation of ICT by university management was crucial in Nigeria to achieve high-

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level workforce. These facilities also improve efficiency in the delivery of educational services, especially when lecturers utilise the facilities effectively.

It should be noted that although these scholars identified various types of ICT equipment, programmes, and services used in the management of educational services, many did not focus on those used at UNU University. Even scholars such as Matovu (2009), whose study focused on UNU University, did not attempt to identify the ICT facilities used in the management of educational services at the University. He only identified those used in the management of student registration and examination records. The scholars listed above have therefore left a gap regarding the specific ICT tools used at UNU University. This is another gap that this study proposed to fill.

2.4.3 Perceptions and Experiences of Educational Services Managers on