This study examined the growth and reform of Information and Communication Technology (ICT) in Nigerian education. The study anchored on diffusion innovation theory which was developed by Everett M. Rogers in 1962. This study adopted group discussion as a method of the study. The group discussion method involved gathering a select group of experts from the Faculty of Communication and Media Studies at the University of Port Harcourt. The group engaged in a structured dialogue facilitated by a moderator, who guided the discussion using pre-determined questions aligned with the study’s objectives. The method also enabled the identification of common themes and divergent viewpoints, which enriched the data analysis. The discussions were recorded, transcribed, and analyzed using thematic analysis to ensure a systematic exploration of the key issues raised. The findings revealed that while Nigerian educational institutions have made notable progress in ICT infrastructure, with improvements in digital resources and internet connectivity, significant disparities remain between urban and rural schools. Challenges such as outdated systems, inadequate power supply, and a lack of technical expertise continue to hinder the effective use of ICT tools, underscoring the need for more equitable distribution and improved maintenance to bridge the digital divide and enhance educational outcomes. The study concluded that despite progress in improving ICT infrastructure in Nigerian educational institutions, significant disparities and challenges remain that hinder the effective use of technology and equitable access across different regions. The study recommended that efforts should focus on ensuring equitable distribution of ICT resources, upgrading outdated systems, and providing adequate training and support for effective technology use in all educational institutions.