There is substantial evidence that, in the right hands and used appropriately for specific purposes in
specific contexts, ICT can be an effective tool in supporting teaching and learning. However, it is now firmly established that its introduction into schools does not by itself improve the quality of education or raise attainment. Encouragingly, there is growing and widespread awareness that the
pedagogical and technical expertise of the teacher is absolutely critical here. Governments in sub Saharan Africa(SSA),as elsewhere, are emphasising teacher development
as the key to effectively implementing
policy and curricula, to using ICT to enhance teaching and learning, and to raising
educational standards. In many African countries, however, a major impediment is the lack of
qualified teachers. This problem is further exacerbated by growing poverty and lack of funding for
their salaries, and the exponential rise in student population in the last two decades (National
Universities Commission, 2005) – that ironically relates to the admirable Millenium development
goals concerning free universal primary education. The crisis is worsening further as increasing
numbers of teachers become afflicted by HIV/AIDS. Indeed it has been observed by many that
meeting the desperate need for more qualified, competent teachers is the most persistent and
daunting challenge facing the African education system in general, and the integration of ICT in
particular (Afe, 2002; Olakulehin, 2007).