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institutions in Africa. Out of the 100 sampled respondents, only 10, which is 10% of the total

population size tend to agree less, while 4, which is 4%of the respondents disagreed

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completely that technological innovations may when integrated to academic curricula may help in the

raising of academic standard.

From the view point of both research questions, it is deduced that significant percentage of the

respondents are in support that if ICT is integrated into the educational system, there is an obvious

indication that it will change the curricula in colleges and universities in Africa. ICT’s presence in

colleges and universities in Africa would conveniently assist in the raising of academic standard

among students in various colleges and universities in the continent of Africa.

Although the percentage of the sampled respondents who did not support the key questions

was low 10% and 8% respectively, their view points were also respected. They tend to argue that due

to infrastructural inadequacies such as lack of constant electricity and manpower, the integration of

ICT to the educational system may not be attainable at the percentage level that is being reported.

They also saw some disparities within various countries in Africa because according to their position,

even in countries with relatively high net ICT uptake, ICT tend to be out of reach to many groups due

to (1) lack of appropriate products, (2) cost, (3) education, (4) language, (5) human resources and (6)

lack of regulatory framework for ICT. There is obvious sense in their opinion which should be

factored in discussing the issues relevant to this paper.

CONCLUSION

This paper has critically reviewed considerable literature on ICT relevant to Africa. It has also

shown that technology alone does not bring resolve to social problems. However, the availability and

use of information communication technology (ICT) are prerequisite for economic and social

development in our present world driven by technological innovations. ICT