Lesson Note using ICT Tools as Resources

OSAI, Veronica

Submitted to the Postgraduate School, Rivers State University, Nkpolu-Oroworukwo, Port

Harcourt, Faculty of Education Department of Sociology

Course Title/Code: Application of ICT in Education/ EDU 804

Lecturers

Prof. Hillary Wordu/ Dr John A. Wordu

August, 2025
 ABSTRACT

This study explores the transformative role of Information and Communication Technology
(ICT) in the Nigerian education system, with particular emphasis on its application by
postgraduate teacher education students. ICT encompasses a broad range of tools and
technologies used to create, store, manage, and communicate information, playing a vital role in
enhancing teaching and learning processes. The study is structured around five key thematic
areas: definition and conceptualization of ICT, its functional relevance in learning environments,
the importance of ICT in Nigerian education, challenges ICT seeks to address, and the role of
teacher education students in its effective utilization. Furthermore, the study evaluates two
theoretical models of communication—Shannon & Weaver’s linear model and Schramm’s
interactive model—and their relevance to ICT-supported educational communication. Findings
reveal that although ICT holds great promise in improving access, interactivity, and instructional
efficiency, issues such as poor infrastructure, inadequate training, and limited policy support
continue to hinder its full adoption. The study recommends targeted investment in infrastructure,
incorporation of ICT training into teacher education curricula, and adoption of interactive
communication strategies for effective virtual learning. It concludes that empowering teacher
education students with ICT skills is key to building a sustainable and inclusive digital education
system in Nigeria.
Introduction

In the 21st century, the integration of Information and Communication Technology (ICT) has

significantly reshaped educational systems worldwide, particularly in developing countries like

Nigeria. ICT refers to a diverse set of digital tools and resources used to communicate, create,

disseminate, store, and manage information. Its application in education enhances teaching

methodologies, expands learning access, and promotes student-centered instruction. The growing

relevance of ICT in Nigeria’s education system is driven by the need to overcome systemic

challenges such as limited access to quality education, outdated instructional resources, and

inadequate teacher training.

This study focuses on five key thematic areas: the definition and conceptual framework of ICT,

its functions within learning environments, the importance of ICT in Nigerian education,

challenges addressed through ICT, and the role of postgraduate teacher education students in ICT

utilization. Additionally, it provides a theoretical comparison of the Wilbur Schramm and

Shannon & Weaver communication models, evaluating their relevance to ICT-enhanced

learning.

By examining these themes, the study underscores how ICT can serve as a transformative tool in

promoting inclusive, efficient, and interactive education. It also highlights the strategic role of

teacher education students in integrating digital innovations into pedagogical practice for

national development.

Definition of ICT
Information and Communication Technology (ICT) refers to the integrated technological

systems that facilitate the creation, storage, processing, retrieval, transmission, and sharing of

information. ICT encompasses various technologies such as the internet, wireless networks,

mobile devices, computers, broadcasting systems, and software applications. These tools are

instrumental in transforming how individuals interact, conduct business, and particularly how

teaching and learning occur in educational systems.

In education, ICT is more than just tools—it is an enabler of transformation. It supports various

modes of instruction, from traditional face-to-face learning enhanced by digital tools to entirely

virtual platforms where learners can access educational materials anytime and anywhere. The

tools used range from projectors and interactive whiteboards to virtual learning environments

like Google Classroom, Zoom, Moodle, and more. In the 21st-century learning space, ICT

enables flipped classrooms, gamified learning, and individualized education pathways, ensuring

that learners engage actively and meaningfully.

The theoretical underpinning of ICT integration in education aligns strongly with Constructivist

Learning Theory as advanced by Lev Vygotsky (1978). According to Vygotsky, learning is a

social process whereby learners construct new knowledge based on prior experiences. ICT

provides the ideal platform for such construction, particularly through tools that promote

collaboration (e.g., Google Docs), simulation (e.g., virtual labs), and problem-solving (e.g.,

interactive tutorials and games). Learners use ICT to discover, analyze, and apply information in

real-world contexts, embodying the constructivist principle of learning-by-doing.

Another theory relevant here is the Technological Pedagogical Content Knowledge (TPACK)

framework developed by Mishra and Koehler (2006). This model explains that effective
integration of ICT in education requires a sound understanding of the interplay between

technology, pedagogy, and subject content. For instance, knowing how to use educational

software (technology) to teach mathematics (content) using collaborative methods (pedagogy) is

crucial for ICT-enhanced instruction.

In Nigeria, ICT has increasingly become a priority in education reform strategies. The National

Policy on ICT in Education advocates the use of digital tools to improve access, equity, and

quality. From virtual learning at the National Open University of Nigeria (NOUN) to interactive

learning platforms adopted by private schools, the role of ICT is expanding. Tools such as

WhatsApp and YouTube have also found educational relevance in Nigeria, especially during the

COVID-19 pandemic, when traditional schooling was disrupted.

Despite infrastructural challenges like poor internet connectivity and power supply, ICT remains

a cornerstone of efforts to democratize education. Platforms like OpenLearn and Coursera offer

free and flexible learning opportunities, helping students in Nigeria and other developing

countries to overcome traditional barriers.

In conclusion, ICT in education is a transformative force backed by constructivist theory and

pedagogical innovation frameworks. It creates dynamic, learner-centered environments that

foster critical thinking, creativity, and lifelong learning—key attributes in preparing students for

the challenges of the 21st century.

Function of Information, Communication, and Technology in Learning Environments

In learning environments, Information and Communication Technology (ICT) functions as a

multifaceted system that integrates the processes of knowledge dissemination, communication

enhancement, and technological facilitation. The core elements—information, communication,

and technology—work synergistically to foster effective and accessible education. ICT not only

delivers content but also transforms the interaction between learners, educators, and the

educational ecosystem.

Information, in this context, refers to the educational content delivered through digital means. It

includes e-books, lecture slides, recorded videos, simulations, and educational games accessible

via Learning Management Systems (LMS) such as Moodle, Google Classroom, or Blackboard.

These platforms make learning materials readily available to students at their convenience,

supporting asynchronous and self-paced learning. For instance, Nigerian universities like the

University of Ibadan and Covenant University have adopted LMS platforms for online

instruction, improving information accessibility and academic engagement.

Communication within ICT-enhanced learning environments goes beyond traditional teacher-

to-student instruction. It includes a wide array of synchronous (e.g., video conferencing via

Zoom, Microsoft Teams) and asynchronous (e.g., email, discussion forums, chat groups)

interactions. This communicative function allows for feedback, dialogue, peer collaboration, and

clarification of learning content. As such, ICT fosters both cognitive presence—students' ability

to construct meaning—and social presence—learners' sense of community, as described in

Garrison, Anderson, and Archer’s (2000) Community of Inquiry (CoI) framework.

Technology forms the backbone of these processes. It includes both the hardware (e.g.,

projectors, tablets, computers) and software (e.g., interactive apps, cloud storage, AI tutors) that

support learning. This infrastructure not only facilitates delivery but also ensures adaptability,

scalability, and customization of educational content to fit various learners’ needs.

The Media Richness Theory by Daft and Lengel (1986) offers an important theoretical lens for

understanding ICT’s role in communication within learning settings. This theory suggests that

the effectiveness of communication increases with the richness of the medium. For example,

video conferencing (a richer medium) is more suitable for complex problem-solving or

discussions compared to email (a leaner medium). Thus, rich ICT tools enhance clarity, reduce

ambiguity, and improve knowledge transfer—essential for effective teaching and learning.

ICT also aligns with Cognitive Load Theory (Sweller, 1988), which emphasizes minimizing

extraneous mental effort in learning environments. With multimedia content, educators can

manage intrinsic and extraneous cognitive loads, facilitating better comprehension through

audio-visual synergy, chunking of content, and interactive reinforcement. Tools such as Prezi,

Edmodo, and H5P allow for this balance of engagement and comprehension.

In Nigeria, platforms like Google Classroom, Schoology, and ULesson are now used in both

urban and rural areas to support teaching and learning. During the COVID-19 pandemic, the

Federal Ministry of Education and private stakeholders deployed radio and television broadcasts

to reach students without internet access, showing the adaptability of ICT across contexts.

In summary, ICT functions as an enabler of information flow, communication exchange, and

technological innovation in learning environments. Supported by theories such as Media

Richness and Cognitive Load, it ensures that learning becomes interactive, personalized, and

efficient. With appropriate policies and infrastructure, ICT can bridge learning gaps and prepare

students for a knowledge-driven economy.

Importance of ICT in the Nigerian Educational System

The role of Information and Communication Technology (ICT) in the Nigerian educational

system is increasingly vital in addressing structural weaknesses, improving teaching

methodologies, enhancing student learning experiences, and expanding access to education.

Given Nigeria's large population and infrastructural challenges, the strategic use of ICT holds

transformative potential for all levels of education—from primary to tertiary institutions.

ICT's first major contribution is accessibility. Nigeria, like many developing nations, faces

serious educational disparities between urban and rural areas. Infrastructure gaps, shortage of

trained teachers, and limited school facilities create unequal opportunities. However, ICT bridges

these gaps by supporting distance and blended learning modalities. For instance, the National

Open University of Nigeria (NOUN) has successfully delivered tertiary education through

online platforms, reaching thousands of Nigerians who otherwise would not have had access due

to geographical or economic barriers. This supports the Equity Theory of education, which

advocates for the fair distribution of educational opportunities regardless of background or

location.

Second, ICT enhances quality and engagement in learning. Multimedia content such as

animations, simulations, and interactive modules caters to diverse learning styles and makes

abstract concepts easier to grasp. The use of educational software and applications supports

differentiated instruction and real-time feedback. According to Constructivist Learning Theory

(Vygotsky, 1978), students learn better in environments that allow them to explore, collaborate,

and construct knowledge themselves—functions ICT facilitates with tools such as Google Docs,

virtual labs, and online quizzes.

Third, ICT fosters teacher development and innovation. Many teachers in Nigeria struggle

with outdated pedagogical approaches due to a lack of continuous professional development.

ICT provides a platform for capacity building through webinars, MOOCs (Massive Open Online

Courses), virtual workshops, and e-learning communities. These avenues promote self-paced

learning and keep educators abreast of global teaching innovations. The Diffusion of Innovation

Theory (Rogers, 2003) explains how technology adoption in education spreads through a system

—innovators and early adopters lead the way, inspiring broader usage over time.

Moreover, ICT facilitates open educational resources (OER), which reduce the cost of learning

materials and ensure updated content. Platforms like OpenLearn (2020) and eCampusOntario

offer free, customizable resources to students and teachers. In 2018, Edo State University was

ranked third in OER deployment in Nigeria (Ibileke, 2018), illustrating how public institutions

are leveraging ICT to drive educational excellence. Similarly, the Commonwealth of Learning

(2017) and Lawal (2017) documented how Nigeria’s national OER policy promotes equitable

access to educational content.

Furthermore, ICT supports data-driven educational planning and policy-making. With digital

records, student performance can be tracked to inform curriculum review and teacher

effectiveness. Tools like LMS analytics help administrators identify learning gaps and implement

timely interventions.

In conclusion, ICT is a cornerstone for modernizing education in Nigeria. It addresses challenges

of access, quality, equity, and efficiency, making learning more inclusive and engaging. With

sustained investment, robust policies, and infrastructure development, ICT will remain a catalyst
for national educational transformation and the attainment of Sustainable Development Goal 4—

quality education for all.

Educational Challenges Addressed by ICT

Nigeria’s educational sector faces several long-standing challenges—ranging from limited

access, inadequate learning materials, poor teacher training, to infrastructural deficits. However,

the integration of Information and Communication Technology (ICT) has emerged as a viable

solution to mitigating many of these systemic problems. ICT does not simply supplement

traditional education—it transforms it, making education more inclusive, effective, and scalable.

1. Limited Access to Quality Education

A significant portion of Nigeria’s population, especially those in rural and underserved regions,

lacks access to formal education. Poor road infrastructure, insecurity, and insufficient number of

qualified teachers have left millions of children and adults out of school. ICT has enabled

distance learning, which bypasses these barriers. Initiatives such as the National Open

University of Nigeria (NOUN) and radio/TV-based learning during the COVID-19 pandemic

are prominent examples. These platforms allow students to receive instruction via digital and

broadcast channels from anywhere. The Digital Divide Theory helps contextualize this

challenge—it refers to the gap between those with access to digital technologies and those

without. However, by deploying low-tech ICT solutions (e.g., radio lessons), Nigeria is gradually

narrowing this divide.

2. Shortage and Cost of Learning Materials

In many Nigerian schools, textbooks are outdated, insufficient, or unaffordable. ICT addresses

this issue through Open Educational Resources (OERs), which provide free, accessible, and

customizable learning content. Platforms like OpenLearn (2020) and eCampusOntario offer

textbooks, lesson plans, videos, and quizzes at no cost. According to Chukwu and Uhegbu

(2021), the adoption of OERs in Nigerian universities has significantly reduced costs and

improved access to current materials. Moreover, the Resource-Based Learning Theory

emphasizes that learners perform better when they can interact with a wide array of information

sources—something ICT readily provides.

3. Inadequate Teacher Training and Professional Development

Many teachers in Nigeria enter classrooms with limited pedagogical knowledge and little

exposure to 21st-century teaching strategies. ICT offers ongoing professional development

through online workshops, training modules, and global teaching communities. These resources

help educators stay current with teaching methodologies and curriculum changes. The

Technological Pedagogical Content Knowledge (TPACK) framework illustrates how teachers

can effectively integrate technology with subject matter and pedagogy. Through ICT, teachers

develop skills in content delivery, assessment, and learner engagement.

4. Rigid and Passive Learning Environments

Traditional Nigerian classrooms often rely on rote memorization and one-way communication.

ICT encourages active and collaborative learning, promoting creativity, critical thinking, and

problem-solving. Tools like interactive whiteboards, Google Docs, and Zoom breakout rooms

allow learners to engage more deeply with content and peers. This aligns with Constructivist

Learning Theory, which advocates for learner-centered environments where knowledge is co-

constructed.

5. Administrative Inefficiencies

Record-keeping, performance tracking, and policy planning in Nigerian education systems often

suffer from inconsistencies. ICT tools like Learning Management Systems (LMS), school

portals, and data analytics platforms streamline administrative processes and support informed

decision-making. These tools allow for efficient student tracking, result computation, and

curriculum adjustments.

In conclusion, ICT plays a transformative role in addressing Nigeria’s educational challenges. By

improving access, reducing costs, empowering teachers, and promoting dynamic learning

environments, ICT serves as a key instrument in educational reform. Its continued deployment

promises a more inclusive and effective educational system in Nigeria.

Use of ICT by Postgraduate Teacher Education Students

Postgraduate teacher education students play a critical role in shaping the future of classroom

instruction, and their effective use of Information and Communication Technology (ICT) is

essential in building modern, learner-centered teaching practices. As prospective educators, they

are not only recipients of knowledge but also agents of pedagogical transformation. ICT equips
them with tools, platforms, and digital pedagogical skills to create innovative and inclusive

learning experiences in line with global best practices.

One of the most valuable applications of ICT by postgraduate students is in the design and

delivery of digital learning materials. Using software like PowerPoint, Canva, Prezi, and H5P,

teacher-trainees can create visually engaging and interactive lesson plans. These tools enable

differentiation in instruction—helping to meet the needs of diverse learners, including students

with disabilities. This practice supports the Universal Design for Learning (UDL) framework,

which advocates for providing multiple means of engagement, representation, and expression in

teaching.

Postgraduate students also use ICT for accessing and contributing to Open Educational

Resources (OERs). These freely available teaching materials offer flexibility, cost-efficiency,

and global perspectives. According to Chukwu and Uhegbu (2021), OERs have significantly

enhanced instructional content delivery in Nigerian universities. Trainees not only consume these

materials but also learn to adapt and contextualize them for use in local settings—enhancing

relevance and accessibility.

Moreover, ICT fosters engagement in Professional Learning Communities (PLCs). Through

social media platforms (e.g., Facebook groups, WhatsApp), online forums, and webinar

platforms (e.g., Zoom, Google Meet), teacher-trainees can interact with peers and experts from

around the world. They share teaching strategies, educational innovations, and classroom

challenges. Kolentsis (2019) emphasizes that such digital collaborations promote lifelong

learning and exposure to varied pedagogical approaches. This aligns with Social Learning
Theory (Bandura, 1977), which asserts that people learn through observation, interaction, and

modeling within a community of practice.

Another key use of ICT is in reflective teaching and digital portfolios. Postgraduate students

can document their lesson plans, teaching experiences, and learning reflections through blogs, e-

portfolios, and video recordings. Tools such as Padlet, Blogger, and Google Sites allow them to

critically assess their teaching strategies and receive feedback from mentors and peers. This

supports Experiential Learning Theory (Kolb, 1984), which highlights the value of reflection

and active experimentation in professional development.

Furthermore, ICT aids assessment and data-driven instruction. Postgraduate students can use

online quizzes, polls, and survey tools (e.g., Kahoot!, Google Forms, Socrative) to assess

learners’ understanding and adjust instructional approaches accordingly. This fosters formative

assessment practices and personalized learning.

In the Nigerian context, universities such as the University of Nigeria Nsukka and the University

of Lagos have incorporated ICT modules into their teacher education programs. Students are

trained on integrating ICT in lesson planning, curriculum development, and inclusive education.

In conclusion, the effective use of ICT by postgraduate teacher education students is fundamental

in driving classroom innovation and inclusive teaching practices. By leveraging technology for

content creation, professional collaboration, assessment, and reflection, these future educators

are better equipped to meet the evolving demands of the 21st-century classroom.

Comparison: Wilbur Schramm vs. Shannon & Weaver Communication Models

Understanding communication theories is vital in educational settings, especially where

Information and Communication Technology (ICT) plays a central role. Two foundational

communication models that help us analyze how information flows in learning environments are

the Shannon and Weaver Model (1949) and the Wilbur Schramm Model (1954). Although

both models are influential, they differ significantly in terms of their structure, applicability, and

relevance to modern educational contexts—particularly in ICT-supported learning.

Shannon and Weaver Communication Model

Originally developed for telephone engineering by Claude Shannon and Warren Weaver in 1949,

this model presents communication as a linear process involving five key components: sender,

encoder, channel, decoder, and receiver. It also introduces the concept of noise, which refers to

any interference that might distort the message during transmission.

Application in Education: The Shannon and Weaver model is most applicable in one-way

communication situations, such as radio broadcasts, television lectures, or automated

announcements in educational settings. In Nigeria, this model became especially relevant during

the COVID-19 pandemic when the government used radio and television to deliver lessons to

students in remote areas. The clear structure of the model helps in designing such broadcast

messages by focusing on clarity, channel efficiency, and noise reduction.

However, a major limitation of this model is its lack of feedback, making it unsuitable for

interactive learning. It assumes the receiver is passive, which contradicts modern pedagogical

approaches that emphasize active student engagement and two-way communication.

Wilbur Schramm Communication Model

In contrast, Wilbur Schramm proposed a more dynamic and interactive model in 1954. He

recognized communication as a two-way process, where both sender and receiver encode,

decode, and interpret messages. A key feature of Schramm’s model is the concept of “fields of

experience”—the idea that effective communication depends on the shared background and

context between communicators.

Application in Education: Schramm’s model aligns more closely with classroom

communication and e-learning environments where interaction, feedback, and mutual

understanding are essential. In ICT-supported learning—such as virtual classrooms on Zoom or

Google Meet—students and teachers constantly exchange messages, clarify doubts, and provide

feedback, all of which are captured by Schramm’s framework.

Moreover, the model reflects constructivist learning principles (Vygotsky, 1978), where

knowledge is co-constructed through dialogue and collaboration. In this sense, communication is

not just about delivering information but facilitating understanding.

Both the Wilbur Schramm and Shannon & Weaver models are foundational in understanding

communication processes, especially in educational contexts.

Shannon and Weaver Model (1949): Developed primarily for engineering and information

theory, this model presents a linear communication process: Sender → Encoder → Channel →

Decoder → Receiver. It highlights the role of noise, or interference, that may distort the

message. While precise and useful in technological contexts, it lacks feedback and context,

making it less effective in human-centered learning environments. Whereas, Wilbur Schramm

Model (1954): Schramm introduced a more interactive model by incorporating feedback and
emphasizing the role of shared fields of experience between sender and receiver. In educational

settings, this model is more applicable as it recognizes dialogue, interpretation, and

understanding—core elements in teacher-student interactions.

In conclusion, while the Shannon and Weaver model offers a foundational view of message

transmission, it is limited in addressing the dynamic nature of educational communication.

Schramm’s model, with its emphasis on feedback and shared meaning, is far more suitable for

modern ICT-enhanced teaching and learning environments. For Nigerian classrooms adapting to

digital transformation, Schramm’s model offers the necessary flexibility to foster interaction,

inclusion, and deeper learning.

Conclusion

ICT has become an indispensable tool for transforming education in Nigeria. By integrating

information, communication, and technology, educators can overcome systemic barriers and

enhance learning outcomes. From digital content delivery to professional networking, ICT

empowers both learners and educators to achieve more. Particularly for postgraduate teacher

education students, ICT opens pathways to innovation, collaboration, and continuous

improvement. As Nigeria continues to expand its digital education policies, grounding these

initiatives in robust communication theories like Schramm’s model can further enhance their

effectiveness.

Recommendations
Based on the key themes and findings of the study on ICT in education—particularly in the

Nigerian context—the following recommendations are made to enhance the adoption,

integration, and impact of ICT in learning environments:

1. Invest in ICT Infrastructure and Internet Access: To ensure equitable access to ICT tools,

the Nigerian government and educational institutions should invest in ICT infrastructure such as

computers, internet connectivity, and electricity—especially in rural and underserved areas.

Public-private partnerships with tech companies and NGOs can help bridge the digital divide and

promote inclusive learning.

2. Integrate ICT Training in Teacher Education Curricula: Teacher education programs,

particularly at the postgraduate level, should embed practical ICT training into their curricula.

Trainee teachers must be equipped with skills in using educational software, creating digital

content, and facilitating virtual learning. This aligns with the TPACK model and supports

innovation in pedagogy.

3. Promote the Use of Open Educational Resources (OERs): Nigerian universities and teacher

education institutions should adopt policies that encourage the development and use of Open

Educational Resources. This will reduce the cost of educational materials and provide up-to-date,

accessible content for students and teachers.

4. Enhance Continuous Professional Development (CPD) through ICT: There should be

structured ICT-based CPD programs for in-service teachers and academic staff. Platforms such

as webinars, MOOCs, and virtual communities of practice should be used to foster continuous

learning, innovation, and collaboration among educators.

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