(i) Teachers and trainers use technology to support all learning across the curriculum, functioning as coaches, mentors, advocates and managers of information;
(ii) Through on-going and comprehensive professional development, all teachers and trainers acquire the knowledge and skills to integrate technology into a challenging and interdisciplinary curriculum which addresses specific needs, developmental levels and learning styles of learners;
(iii) The teachers and trainers are transformed, through technology, from authority-experts to facilitators guiding the students/learners to use technology to find answers online.
(iv) The students/learners are empowered to find their own answers, making the learning process to become much more interesting.
(v) Instructional repertoire is expanded allowing opportunities for multimedia and interactivity that are impossible with more traditional instructional techniques.
(vi) The students/learners are transformed from passive recipients of the knowledge of the teacher/trainer to active participants in knowledge-seeking and knowledge-construction, with the teachers/trainers often learning new
technology programmes along with them.
∙ Enriching
(i) The individual’s collaborative intellectual processes, personal experiences of exploration and discovery, as part of the search for truth, are enriched;
(ii) Increased accessibility to information is engendered. For example, the Internet provides access to considerable amount of information, media and communications and if the students/learners have computer and internet access,
assignments, activities, assessments, multimedia and so on can be provided over the web and completed anywhere, providing for a wider range of instructional opportunities for anytime, anywhere, any path and any pace learning.
∙ Inclusive
(i) All students are welcomed by their schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.

Similarly, the seven focal areas of the Federal Government policy on ICT are:
∙ Human Capital Development
∙ Infrastructure
∙ Research and Development
∙ Awareness and Communication
∙ Governance
∙ Financing
∙ Monitoring and Evaluation

Keying into the above, National Institute for Nigerian Languages, being a Federal Government education agency has to develop her ICT Policy in tandem with that of the Federal Ministry of Education, and by extension, the Federal Government of Nigeria.

To this end, the Institute has to tailor her ICT Policy along the seven cardinal FME ICT policy as follows:

Human Capital Development-the policy should be geared towards human capital development.

Infrastructure-this should be adequate to support a functional teaching/learning environment.

Research and Development-in view of the fact that NINLAN is primarily a research institution especially in Nigerian languages; the policy should be able to support extensive research in the core area of her mandate.

Awareness and Communication-the policy should be such that will communicate awareness and provide effective communication strategy within and without the Institute.

Governance-the governing principle of the Institute should be ICT driven. This means that a lot of the Institute’s administrative activities should be moved online so as not to shut out those members of staff and students who may not be immediately present in the Institute to benefit from whatever policy that may be issued out from time to time.

Financing-because ICT is relatively capital intensive, fund should be made available for the day to day running of this all important aspect of the Institute.

Monitoring and Evaluation-two vital aspects that determine achievements. It should be regular to ensure that the expected goals and objectives are achieved.

To achieve all the above, the Institute has to key into the ICT Objectives of Government. Below are the ICT objectives of Government in Education.

The objectives of ICT in Education are:
(i) To facilitate the teaching and learning processes.
(ii) To promote problem-solving, critical thinking and innovative skills.
(iii) To promote life-long learning and advance knowledge.
(iv) To enhance the various teaching/learning strategies required to meet the needs of the population.
(v) To foster research and development.
(vi) To support effective and efficient education administration.
(vii) To enhance universal access to information.
(viii) To widen access to education and the range of instructional options and opportunities for any-where, any-time, any-pace and any-path in learning.
(ix) To promote commercialization of ICT in Education.
(x) To develop and support technical infrastructure that maximizes digital creativity, sharing and innovation.

The Directorate of ICT of National Institute for Nigerian Languages is generally charged with the responsibilities of deploying ICT infrastructure and services for administration, teaching, research and learning to the Institute at large.

The goals Directorate of Information and Communication Technology are to:

Enable the Institute to invest in and use ICT strategically.
Direct ICT resources to highest and best purposes in support of Institute’s mission; to elevate the level of ICT service excellence.

We aspire to build an organization that focuses on Research, People, Process and Technology evidenced by committed and skilled staff accountable to the mission of the Institute; and serving NINLAN community and the nation at large through simple processes thereby making it easy for staff and students to work, and deliver results; and
Innovative technology to enhance teaching and learning.

To assure the Institute leadership in ICT, we deliver academic excellence through innovative technology and strive to make it easier for the Institute community comprising of students and staff to teach, learn, research and work through the effective use of information technology.

Innovative technology to make teaching and learning User-focused, Collaborative and Research oriented.