There is no doubt that digital technologies play major roles in education in modern times. Whatsapp mobile technology has been of immense value in this respect, as it is frequently and globally used in online instruction in universities. As well, it offers students increased choices and opportunities in the context of online instruction. Consequently, the purpose of this research work is to find out exactly to what extent the students and lecturers in the University of Port Harcourt, Faculty of Education are using the Whatsapp instant messaging tool in teaching and learning process in Faculty of Education, University of Port Harcourt, Nigeria. It also tried to find out if the aforesaid have enabling phones that are Internet ready to utilize the Whatsapp software in teaching and learning process. It attempts to discover major challenges, if any that are confronting its effective application in teaching and learning. Descriptive survey approach was adopted. The population for the study comprised of one hundred and twenty-eight (128) lecturers and one thousand six hundred and three (1603) first year undergraduate students of the University of Port Harcourt, Faculty of Education for the year 2017. Three (3) research questions guided the study. The research instrument used was a-12 item questionnaire for both lecturers and the students correspondingly. It was validated with a reliability index of 0.70 and considered appropriate for the study. The researchers also employed an in-depth interview method to cover any discrepancy in the structured questionnaire, which was administered to the lecturers and the students respectively. The research questionnaires so retrieved from both respondents were analyzed, using statistical percentile to answer the necessary research questions. The results revealed that regardless of the fact that both the lecturers and the students possess Internet enabled mobile phones, they were not properly utilizing Whatsapp instant messaging for effective academic activities because only 15(11.7%) of lecturers and 243(22.9%) of students actually use it for academic purposes. The result further revealed that 100% of both lecturers and students never received any form of training for the use of Whatsapp mobile technology. Recommendations were also made, which included among others, adequate training on Whatsapp skills and the purchase of Internet enabled phones for effective utilization of Whatsapp instant messaging in teaching and learning process.

In time past, knowledge and skills have usually been acquired in all educational institutions through the traditional mode of learning, which is mainly face-to-face instructional technique. Presently, the scenario has changed due to the advent of Information and Communication Technologies (ICTs), and the use of e-learning has taken the center stage in both the advanced and the developing worlds like Nigeria. With the arrival of the Internet and other mobile technologies across the globe, electronic learning mode of instruction is gradually being introduced into the education system to bridge the gaps in education between the citizens and as well reduce the level of illiteracy among Nigerian citizens. Consequently, this study reviewed relevant pieces of literature and gives a scholarly background to the study based on some contributions made by various researchers and institutions on the concept of e-learning concerning teaching-learning in higher educational institutions of learning. The also paper discussed the development of e-learning (electronic learning) in Nigeria; the available technological tools that support e-learning practice, and the pedagogical methodologies used to enhance this mode of instruction. It further examined the benefits of e-learning over the outmoded methods of classroom learning. Notwithstanding, the pitfalls of electronic learning were similarly outlined. The paper highlighted the obstacles that face the proper integration of e-learning in teaching-learning practice in Nigeria’s educational institutions. Lastly, the paper suggested or recommended appropriate measures to be taken for the proper implementation of an ideal e-learning instructional strategy in Nigerian educational institutions, while at the same time focusing on the future of e-learning in Nigeria.

What is permanent in this world is change. The world is on the move and technology is affecting every aspect of life and the education sector is not left behind. Presently, the education sector is going through several changes, and the old-fashioned technique of teaching-learning is no longer suitable for the digital and/or knowledge-based society. Student enrolment rate is constantly on the increase on daily basis. Consequently, future education needs digitally skilled teachers to respond to the futuristic pedagogy that will respond to the learning needs of 21st-century generation students. Futuristic education is a type of modern teaching-learning that will encourage classroom engagement and enlargement, and learning for students to use modern or technological approaches to instruction in educational institutions that will facilitate students’ intellectual, social, and emotional development. This study reviewed some vital literature, reviewing some scholarly publications on the topic by x-raying vital contributions made by various researchers and/or scholars, and institutions. The paper correspondingly attempts to identify current teachers’ challenges that will hinder the future teaching-learning process, and offer possible suggestions that will meet the future needs of higher education, particularly in the Nigerian context. The significance of the study is to remind teachers to build their technological skills for futuristic teaching- learning by using technologies effectively, and also offer them the opportunities to address the present challenges confronting the modern teaching approach to effectively organize how students’ engagement will be carried out in the future, with the hope of providing quality education for all learners.

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The roles of Information and Communication Technologies (ICTs) in all spheres of human activities have been applauded by researchers and/or professionals in the field. Rural community development is a critical driving force in a nation’s advancement. The effort is to address and successfully support the specific needs and opportunities of the communities and their inhabitants. As a result, any nation that has weak or undeveloped rural communities finds it extremely difficult to reach the height of its developmental stride. In the same manner, the role of new technologies in modern times cannot be quickly exhausted in a hurry. As a result, this paper attempts to identify and conceptualize “ICTs” and “Community development”. It also attempts to understand the technological tools, and how these various tools are used to address community developments, particularly in Nigeria and the wider world at large. The paper further examined the challenges or obstacles hindering the effective use of Information and Communication Technology tools in rural community development in contemporary times. The authors finally made suggestions for combating the effective implementation of ICT tools in rural community developments.