CHAPTER ONE: INTRODUCTION

1.0 Overview

This Chapter contains the background of the study, the statement of the problem and the purpose
of the study. It also includes research objectives, research questions, and significance of the
study, Limitations, delimitation of the study and operational definitions of terms.

1.1 Background of the study

In this information age, everyone requires information and communication technology (ICT)
competence to survive. Information and Communication Technology (ICT) includes computers,
the Internet, and electronic delivery systems such as radios, televisions, and projectors among
others, and is widely used in today’s education field. Kent and Facer (2004) indicated that school
is an important environment in which students participate in a wide range of computer activities,
while the home serves as a complementary site for regular engagement in a narrower set of
computer activities. Increasingly, ICT is being applied successfully in instruction, learning, and
assessment. ICT is considered a powerful tool for educational change and reform. A number of
previous studies have shown that an appropriate use of ICT can raise educational quality and
connect learning to real-life situations (Lowther, et al. 2008).

Hattie (2009) also defines Information and Communication Technologies (ICT) as technologies
that facilitate the interconnection of information technology devices like personal computers
with communication technologies such as telephones and their telecommunication networks.
Information and Communication Technologies (ICT) should be acknowledged as a fundamental
component of developmental models that expand the scope and impact of teacher education in
the 21st century, enabling innovative and transformative practices regardless of the learning
environment (Leach, 2005).

To borrow the words of Adomi and Kpangban (2010), the ability to access and use information
is no longer a luxury, but a necessity for development. Mulauzi (2007) also asserts that
“information and access to ICTs are no longer a luxury, but a human need and basic right.” ICT
refers to technologies that provide access to information through telecommunications. These
ICTs have a significant impact on all areas of human activity (Brakel and Chisenga, 2003) and
the education sector is no exception. Michiels and Van Crowder (2001) also defined ICTs „„as a
range of electronic technologies which when converged in new configurations are flexible,
adaptable, enabling and capable of transforming organizations and redefining social relations.
‟‟The use of information and communication technology (ICT) systems in learning institutions
is built upon an understanding of the link between learning Institutions and Information and
Communication Technologies (ICT).

According to a study conducted by Bukaliya and Mubika (2011), the role of technology in
education has been increasingly recognized for its potential to enhance learning outcomes. This
recognition has led to the integration of various technological tools and resources in educational
settings to create a more engaging and interactive learning environment. Furthermore, Bukaliya
and Mubika (2011) highlighted the importance of incorporating technology into teaching
practices to address the diverse learning needs of students. Technology can provide personalized
learning experiences, cater to different learning styles, and offer opportunities for self-paced
learning, thereby promoting student success and academic achievement.

Since the 1980’s, the implementation of ICT in schools has been compulsory in the developed
nations. This is not so in developing nations such as Zambia, where implementation is
considerably more recent, small scale and experimental. It is however, universally acknowledged
that implementation of ICT in schools has progressed in nearly identical pattern, from
formulation of policies, attainment of basic computer skills, computer aided teaching and
learning, communications and research, to usage in every subject.

The Zambian government recognizes the strategic role ICT can play in improving the quality of
education. This is evident from the Ministry of Education’s ICT policy on education whose
vision is “to contribute towards reaching innovative and lifelong education and training through
provision of ICT infrastructure to education institutions, content development, curriculum
integration, teacher training, distance education, administration and support services as well as
finance (Ministry of Education, 2006).” The government, through the Ministry, has embarked on
several initiatives in collaboration with various partners aimed at promoting the use of ICT in
schools, such as the Computers for Zambia Schools Trust, School Net, UNESCO Distance
Learning Telecentres, eBrain Forum and One World Africa. While much has been done to
encourage the use of ICT in education in Zambia, it is still unclear what impact this has had on
education and what benefits this has brought to teaching, learning and school administration.
One of the policy’s objectives is to “deploy ICTs at all levels of the Zambian educational system
in order to improve and expand access to education, training and research facilities,” (Isaacs,
2007). Thus, depending on their capacity in terms of funding and staffing, some Zambian
schools have over time been able to acquire and make available for use various technologies as
well as to integrate ICTs in their teaching and learning at various levels. The PC and laptop with
e-mail and Internet provides the best example.

Additionally, according to Isaacs (2007), the penetration levels of ICTs in Zambia's education
institutions are still low. Most schools that are equipped with ICTs are using second-hand and
refurbished computers. The integration of ICTs in teaching and learning practices is currently
limited; however, the introduction of computer studies as a school subject is beginning to bring
about change. The adoption of a national ICT policy, as well as the development of a draft ICT
policy for education and an associated implementation framework, provides an enabling policy
environment to promote far greater access and use of ICTs across all sectors of Zambia ‘s
education system.

These include a system for enhancing education management, administration, teaching and
learning. While the goals and targets set in the policy documents seem realistic. Besides,
realizing them within the established time frames remains a challenge (Chibomba, Koopman and
Stanton, 2009).

1.2 Statement of the problem

Research shows that ICT plays a leading role in promoting the economy of a country. Studies
have shown that the rapid development of economies in countries like China, Brazil, India,
Russia and other developed economies can be attributed to the impacts of ICT. The educational
sector in Zambia is currently faced with series of changes and reforms as well as challenges in
gathering up-to-date information during the teaching and learning process. Therefore, it is
imperative to reflect on matters concerned with the improvement in teaching and learning in
schools.

According to the Ministry of Education (2006), the education sector in Zambia is faced with a lot
of challenges, which includes; lack of adequate infrastructure, dilapidated infrastructure,
inadequate staffing and over enrolment of the pupils which is affecting the overall performance.
To that effect, many learners in secondary schools find it difficult in grasping what they are
taught by their teachers. Mere delivery or echoing of words alone in a learning process to
communicate ideas, skills and attitude to educate learners is almost futile, hence leading to
pupil‘s poor performance. Additionally, no research study has been conducted in this geographic
area of the country. It is therefore, in the above context that, this study is an effort to understand
the Contribution of ICT to the access of education.

1.3 Purpose of the study

To evaluate the Contribution of ICT to the access of education.

1.4 Objective of the study

This research will be guided by the following objectives:

i. To establish the contribution of ICT on improving access to education.

ii. To ascertain the effectiveness of ICT tools in enhancing educational opportunities.
iii. To determine the challenges and barriers to using ICT for educational access.

1.5 Research Question

This this study attempted to answer the following questions:

i. How does ICT contribute to improving access to education?

ii. What is the effectiveness of ICT tools in enhancing educational opportunities?
iii. What are the challenges and barriers to using ICT for educational access?

1.6 Significance of the study

This study will be paramount because the findings will be expected to provide a framework and
process which will assist school managers in implementation of ICT in schools. Additionally,
the findings of this study may assist in government officials in various ministries who will find
results beneficial in making policies that may prompt Zambia to meet her goal of informing
policy recommendations aimed at improving the quality of education in Zambia through
effective ICT implementation strategies. The results are expected to guide donors in identifying
the critical areas to support regarding ICT. The study findings are expected to open areas for
further research for academicians and research institutes and overall, the community will benefit
from a knowledge-based society.

1.7 Limitation of the study

The outcomes of this study may be affected by the short period allocated for the collection of
data, which should be done comprehensively within the schools as well as other neighboring
schools. The results may also be affected by participants if they will not co-operative in that they
keep rescheduling interviews.

1.8 Operational Definitions of Terms

The following defined words and concepts were used in this study:

Information and Communication Technology (ICT): is all about using technology to send
messages, share information, and connect with others.

Education: is the process of gaining knowledge and skills through learning.

Community: is a group of people who live in the same area or share common interests.

Policy: Is a set of rules or guidelines that are put in place to help make decisions or take actions.

computers: are electronic devices that can perform various tasks by input, processing, stores and
outputs data.

Participants: individuals who are taking part in the study.

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