The technological advancement and revolution transcends all areas and make remarkable influence on all areas of life, seems not having any meaningful or positive impact in developing nations including Nigeria. This study focuses on the sociological reflections of the direct and indirect impact of ICT use on academic performance of students in some selected tertiary institutions in Nigeria. The exploratory study took place in two purposively selected Universities (Federal University Oye-Ekiti and Ekiti State University, EKSU), the study used both primary and secondary data sources. The primary data was sourced using semi-structured questionnaire to obtain quantitative data. In all, a total of 200 questionnaires were administered to students (100 questionnaires in each school) using convenient sampling technique. The quantitative data was analysed using SPSS version 21 and the data was presented using different chart, table with frequency and percentages. Some the findings disclosed that 59.9% of the respondents were between the ages of 20-24, male were 50.3% while female were 49.7%, 95.7% were single. Also, results indicated that 57.4% of the respondent?s current CGPA ranges between 3.50 ? 4.49, 96.4% and 91.9% of the respondents have access to ICT and also use it respectively, 49.2% use mostly computers/laptop as ICT facility in their institutions, this is used often (44.2%), only 28.4% of the respondents spent 2 hours on computer. Poorly enough, 36.0% used ICT for social network. The grand mean of the likert scale tables measuring both direct and indirect impact of ICT on academic performance is 4.1 (agree). The study concluded that ICT application and used in Tertiary institutions in developing states especially Nigeria does not have any impact both directly and indirectly especially in Nigeria the so called ?Giant of Africa?. That is, there is no educational development that the continent needs to sustain until modern and relevant ICT facilities are deployed to schools and students have good knowledge of these facilities then, they will know how to apply them properly and adequately to the achievement of their academic goals. This is when the continent can begin to talk of sustaining educational development.