Should we be concerned about when ICT arrive or the disparity between the social and educational use of ICT?

ICT wield a fundamental impact on political, economic and social conditions in changing societies. For this reason, the hey stakeholders in African education – teachers, school principals, specialists, parents, and government ministers and officials – must be actively involved in ICT uses and content, and above all the pedagogical integration of ICT into education. Furthermore, we must be concerned about ICT in education because it is clear that ICT will continue to significantly impact all societies worldwide, in all economic, social and cultural aspects.

Education cannot escape this trend. While ICT have infiltrated schools in the Northern countries in great numbers, Africa lags far behind. However, there is a striking and paradoxical point to be noted: the more African societies use ICT, the less they appear – proportionally – in schools. The outpouring over into education has not yet occurred.

Do we really need to question why or why not schools are equipped with ICT?

It is not surprising that schools are slow in adapting to social change. The important issue is probably not so much a question of when ICT will be implemented in the classrooms, but rather their enhanced pedagogical use for teaching and learning toward educational goals.