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Globally, learning is user-centered where the students are greatly considered in the learning process. Students use different technology for personal activities and such technology could also be used for learning as many of them are conversant with them. This creates a user-centered, more interactive and participatory learning environment for them to acquire the necessary skills and knowledge through the use of technology integrated in their courses to meet their needs and subsequently improve their academic achievement.
The lecturer is employed by universities to impact knowledge by teaching students and this can be achieved through the use of technology. Students have different learning abilities and these must be taken into consideration by lecturers. This can be done through the deployment of various technologies which will be appropriate to meet the needs of the different students. This has necessitated colleges and universities all over the world to invest funds to purchasing information and communication technology for teaching and learning (Wong et. al. 2015, Schroll, 2007, Cuban, 2001, Geoghegan, 1995). ICT has been adopted in universities because it has increased the participation of students and interaction among lecturers and students and consequently facilitated the development of competences and skills in Autonomous University of Baja California (UABC) in Mexico and University of British Columbia (UBC) in Canada (Mijares & Chan, 2012). The authors also emphasized the benefit of ICT for education as the creation of varied opportunities for quality teaching and learning without any barrier of geographical location for lecturers and students.
The use of technology by lecturers will also encourage improved use of technology by students. The implication is that lecturers who deploy technology to improve their lecture delivery will also equip students with lifelong skills that will be useful to them after graduation and for their success in the society. Sahin & Thompson (2006) found out that while technology is mostly used in administration and researches, it is rarely used in education because the inclusion of computer technologies for instructional use pose challenges to lecturers' methods, behaviors as well as mental abilities. Some studies have reported that there are still a lot of lecturers who do not use ICT effectively for teaching and learning (Keengwe, 2006, Cuban, 2001, Becker, 2000). This could be as a result of lack or inadequate training programmes for lecturers. However, it is a fundamental need to help and encourage the lecturers to accept these technologies effectively and apply them to their teaching (Schroll, 2007, Niederhauser & Lindstrom, 2006).
The adoption of the appropriate technology to enhance teaching and learning by lecturers require acquiring the necessary skills to use the technology. Lecturers must be persuaded and motivated in different ways to encourage the acceptance and use of technology. This could be done through awareness, seminars and training programmes. Wilson & Stacey (2004) concluded that the teacher's understanding in structuring and facilitating interaction through such a web environment requires effective staff development for them to be confident and competent online teachers.
The use of technology for teaching and learning should be assessed by universities to investigate the extent of use and outcome for improving the quality of education in a society. Some studies have revealed that the use of technology for teaching is not maximally used. This can be due to: teachers' lack of confidence in the role of ICT in learning (Dawson, 2008); reluctance to change from more traditional teaching methods (Barak, 2007); and isolation of the “knowledge of technology” from pedagogical and discipline expertise (Lloyd & Albion, 2007, Mishra & Koehler, 2006). Some educational organizations are able to acquire and access information and communication technology (ICT), but are not still employing it effectively in their educational and teaching programs (Roblyer & Knezek, 2003, Cuban, 2001). This may be due to inadequate training for both lecturers and students.