This is an empirical research study which investigated the challenges in the application of e-learning in secondary schools in Onitsha NorthLGA, Anambra State, IntroductionIn this age of Information and Communication Technology (ICT), there is growing concern for the use of ICT resources such as the computer, scanner, printer, Intranet, Internet, e-mail, videophone systems, teleconferencing devices, wireless application protocols (WAP), radio and microwaves, television and satellites, multimedia computer and multimedia projector in curriculum implementation. In e-learning, curriculum content in the form of texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolor images, maps, and graphics, can be simultaneously presented online to students in both immediate locations (classroom model of e-learning) and various geographical distances (Distance Education model of e-learning).E-learning in education is the wholesome integration of modern telecommunications equipment and ICT resources, particularly the internet, into the education system. Tracy (1995) defines the internet as the international network of communications in which computers in the Wide Area Network (WAN) talk to each other. Shavinina (2001) defines ICT as all the digital technologies, including: computer, scanner, printer, telephone, internet, digital satellite system (DSS), direct broadcast satellite (DBS), pocket-switching, fiber optic cables, laserdisc, microwaves, and multi-media systems for collection, processing, storage and dissemination of information all-over the world. E-learning as an aspect of ICT is relatively new in Nigeria's educational system. It is a departure from the conventional approach in curriculum implementation. The main purpose of e-learning is to transform the old methods and approaches to curriculum implementation and not to silence the curriculum or to extinguish or erase the contents of curriculum. E-learning is driven by the curriculum. It should follow the curriculum and should not rob the curriculum of its essence.E-learning should ensure effective pedagogy and curriculum implementation in the computer age. According to Nicholls and Nicholls (1980), Mkpa (1987), and Offorma (2002, curriculum implementation is the planning and execution of the contents of curriculum in order to bring about certain changes in the behavior of the learners and the assessment of the extent to which the changes take place. The primary purposes of implementation is to achieve the objectives of instruction, and achieve retention and transfer of knowledge. E-learning is an instructional medium that permits alternative approaches to curriculum implementation in an ICT age. Richmond (1997) observed that, there is a great link between the curriculum and ICT and that there are three major areas that technology can influence learning, including:i. Presentation, demonstration and the implementation of data using productivity tools. ii.Use of curriculum -specific applications such as educational games, drills and practice, simu...

The study investigated the availability and utilization of ICT

The study focused on awareness and usage of e-learning materials among students in the distance education programme of the National Open University of Nigeria (NOUN). The study is a descriptive survey which was guided by two research questions. The population for the study comprised of the 1, 512 year three students out of which 400 were sampled and used for the study. The instrument for data collection was a 30-item self-constructed checklist titled, "Distance Education Students' Awareness and Usage of E-Learning Materials" (DESAUELM). It was validated by experts and the reliability co-efficient stood at 0.86. The data collected were analysed using frequencies and percentages. The findings showed that, the students are aware of majority of the e-learning materials. Also, the result on usage indicated that the students do not use majority of the e-learning materials. There was general low usage of the e-learning materials as revealed by the findings.

The study examined the use of e-learning resources by lecturers in colleges of education, Anambra State, Nigeria. The study is an empirical one. Four research questions guided the study. The population was made up of 340 lecturers out of which 200 were sampled and used for the study. The instrument for data collection was a 20 -item self-constructed questionnaire. It was validated by experts and has reliability coefficient of 0.83. Data were analysed using the mean. The findings indicated that the lecturers are using e-learning facilities e.g. digital library to a high extent. Again they are using e-learning hardware e.g. computer to a high extent. Also they are using elearning courseware e.g. CD-ROM and slides to a high extent. On the other hand, it was found that they are using e-learning packages to a low extent. Based on the findings, recommendations were made.

The paper focuses on software piracy in teacher education. In this age of Information and Communications Technology (ICT) various software are used for teachinglearning effectiveness and many of them an reproduced by software pirates. In this paper, the concepts of teacher education, ICT and computer software were explained. Types of computer software were listed and explained. It highlighted software production and originality of works, under section 51 of the Copyright Act Cap. C 28 Laws of the Federation 2004. It defined piracy. It examined copyright and enumerated the things that constitute infringement of copyright as provided in section 15 (1) (a-g) copyright Act Cap. C 28 Laws of the Federation 2004. Finally, the paper stated legal remedies for curbing software privacy in teacher education. Also, it stated various way forward such as provision of storage facilities, software library and software encryption.