Children Education in ICT Age in Nigeria: A Tripartite Socio-Cultural Phenomena


  • Taiwo Frances Gbadegesin
  • Olusola Alabi
  • Kemisola Omodun


Studies have established that the use of technology in early childhood care and education (ECCE) settings positively contributes to children’s development. However, this position has generated conflicting views as individual circumstances largely depend on where a child is born and raised. In this study, adoption of Information and Communication Technology (ICT) in ECCE in the Nigerian context is examined, with a view to deciphering practical implications of ICT as social innovation in learning and its influence on socio-cultural values in childhood education. To achieve this aim, the following research question was generated: What and how can we describe the impact and practical implications of ICT on Nigerian children’s ways of life, and what values does ICT contribute towards socio-cultural aspect of ECCE education in Nigeria? The paper utilised data collected through an interpretive qualitative study, underpinned by social practice and innovation diffusion theories. Data were generated through interviews and classroom observations. The findings suggest tensions between social innovations and socio-cultural implications of ICT usage. It was observed that ICT usage in Nigerian childhood education is situated within tripartite classification; One, as a veritable tool for achieving innovative and creative thinking in children. Two, as an effective instrument of disseminating globalised ideas and three, as distortions to socio-cultural values that are embedded in culturally-sensitive children learning and development. In conclusion, it was suggested that while the use of ICT should remain a veritable instrument for learning in children’s formative periods, its usage should be monitored for values’ security in Nigeria.


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How to Cite

Gbadegesin, T. F., Alabi, O., & Omodun, K. (2018). Children Education in ICT Age in Nigeria: A Tripartite Socio-Cultural Phenomena. Journal of Educational and Social Research, 8(3), 51. Retrieved from