Abstract:
Information, Communication and Technology is used for services delivery including educational services. Schelin (2003) argues that ICT contribute effectively to the administration, coding, storage and processing of a huge amount of digital information created, while Slenning (2000) acknowledges that the introduction of information technology updates many aspects of activities in the educational community; the basic ones are the communication between them and the teaching practice. Haddad (2002) focuses on the operational and financial benefits brought about by the introduction of ICT in the educational organization and management, and accordingly Pfaff and Simon (2002) emphasize the cost reduction due to limited disposal of printed material. The review main objective was to find out the determinants of ICT adoption by educational institutions for improved educational services delivery in developing countries and in African countries in particular. It was found out that most developing countries in general and African countries in particular are struggling to adopt ICT in education for services delivery. However, they are faced with some challenges among them are: lack of management support, lack of financial resources, lack of infrastructure, national culture negatively affects ICT adoption as well as government policies. These were regrouped into individual factors, organizational factors, technological context, and external environmental factors influencing ICT adoption by educational institutions for services delivery. it was not clear to what extent educational institutions adopted ICT for services delivery. therefore, it was recommended that the extent to which those institutions adopted ICT should be further investigated in the African setting and more importantly in the East African Region.
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