Effectiveness of Information Communication Technology in teaching and learning Economics in Ethiope East Local Government Area of Delta state
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Effectiveness of Information Communication Technology in teaching and learning Economics in Ethiope East Local Government Area of Delta state
Abstract
This study examines the usefulness of information technology in teaching and learning economics in the Ethiopian East Local Government. The study’s entire population consists of 200 staff members from a selected secondary school in Ethiope East, Delta state. The researcher employed questionnaires to collect data.
The descriptive survey research design was used for this investigation. The survey used 133 respondents who were principals, vice principals, administrative managers, senior staff, and junior staff. The acquired data was organised into tables and analysed using simple percentages and frequencies.
Chapter one
Introduction
Background of the study.
Everyone wants education to improve the lives of the residents of this country. This distinction should influence their abilities, knowledge, dispositions, and habits. (Dimikpa, 2011). The world is changing dramatically as a result of the usage of information and communication technology (ICT) via computers, the internet, and communication technologies.
Evidence suggests that information communication technology (ICT) has a favourable impact on schooling. However, this is very dependent on how ICT is used in educational institutions and by students, as well as outside of educational settings.
It is for all learners, fosters change, and encourages the development of 21st century abilities (Odunta, 2011). Thus, ICT has not (yet) revolutionised teaching and learning.
To comprehend the impact of ICT on teaching and learning, a comprehensive strategy is required that considers the socioeconomic backdrop, the learning environment, and the learner.
It also includes assessing future learning needs, evolving skills and competences required for work, self-development, and participation in a knowledge-based, digital society.
Information and communication technology is defined as a wide range of technological instruments and resources used to communicate, create, disseminate, store, and manage data (Adesina 2002).
Information and communication technology (ICT) is a broad term that refers to any communication device or application, including radio, television, cellular phones, computers and networks, hardware and software, satellite systems, and the various services and applications that go with them, such as videoconferencing and distance learning. (Cornwal 2009).
According to Anikpo (2011), information and communication technology is the convergence of audio-visual, telephone, and computer networks over a single cable or connection system.
In recent decades, information and communication technologies have provided society with a wide range of new communication capabilities. For example, people can communicate with others in different countries using technologies such as instant messaging, voice over IP (VOIP), and video-conferencing, while social networking and Facebook allow users from all over the world to stay in touch and communicate on a regular basis.
Modern information and communication technology have produced a “global village” in which people from all over the world can communicate as if they were neighbours. As a result, ICT is frequently examined in terms of how current communication technologies impact society. According to Uwaje ( 2011:10) “the impact of 21st century information society will create new world
redefined the way we live, work and think, we therefore owe it as a duty not only to ourselves but also to future generation of Nigerian’s to recognise the place and influence of information technology in teaching of economics both in secondary schools and tertiary institutions” .
The advent of information and communication technologies into economics education has resulted in a significant shift in methodologies and practices. The usage of projectors and computers has aided the teaching of economics.
ICT may also motivate and engage learners, as well as provide personalised learning ways. It improved collaborative and teamwork abilities while also allowing for greater creativity in learning.
Research on the use of ICT in economics education has proven that it empowers students and provides them with access to the discipline. (Behling 2004).
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