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The Impact Of Information Technology To The Teaching And Learning Of Economics In Secondary Schools
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However, the importance of information
technology in the teaching and learning process cannot be overstated,
which is why schools must be supplied with basic IT tools and computer
facilities to aid pupils. Today, everyone uses information technology,
particularly computers, in both rich and poor countries across the
world. Computers were first brought to American schools in the mid-1960s
for administrative purposes, but they were not well received (Shue,
2009) Apple II computers, on the other hand, came up with the notion of
employing its computers in schools for teaching and learning in order to
understand how technology may be tied to education.
The conventional
approach of teaching economics is dying away, and it no longer
corresponds to the present student demographic, especially now that they
have access to the internet. The fact remains that in order for
students and teachers to use information technology in schools, they
must be skilled in conjunction with its implementation in secondary
schools (Pearson et al, 2005). Some measures must be put in place for
economics teaching and learning to keep up with the current societal
trend in secondary schools (Pearson et al, 2005). Furthermore, the
employment of information technology in secondary school economics
classes allows kids to learn in a safe and non-threatening environment.
The internet is widely used for educational purposes, providing students
with rapid access to information and resources. When communication
technology is used in the teaching and learning process, difficult
concepts become more understandable.
Computers might be utilized in
teaching economics related topics such as population theories,
statistics, theory of consumer behavior, theory of demand and supply,
theory of production, and so on, as a result of changes in information
technology. As a result of fast changes in economic conceptions as a
result of global practices, the Nigerian Educational Research and
Development Council has developed a framework for a three-year Basic
Education Qualification.
Although it is known that some Nigerian
universities use computers to teach economics-related topics, it is
clear that the majority of secondary schools in Nigeria lack computer
facilities to aid teaching. As a result, the purpose of this study is to
determine the impact of information technology on the teaching and
learning of economics in secondary schools.
Statement of the Problem
Several factors can obstruct the use of information technology in
secondary school economics teaching and learning. Cost, insufficient
infrastructure, a lack of expertise, a lack of applicable software, and
restricted internet connectivity are all factors. Another obstacle to
effective information technology use is a lack of infrastructure.
Computers, as we all know, are powered by electricity. However, in
Nigeria, unstable power supply is a major challenge, and with the
current pump price of fuel, secondary schools will find it difficult to
spend money on purchasing fuel to run generators, which will invariably
discourage them (O'Hara, Pritchard, & Bacon 2014). The use of
information technology in economics teaching and learning is hampered by
a lack of expertise. Nigeria lacks the necessary human resources and
expertise to implement information technology tools in teaching and
learning. Nigerian instructors are so used to teaching with chalk and
duster that learning how to utilize a computer in teaching and learning
is tough for them. As a result, the study's goal is to look at the
interaction between information technology and economics education in
secondary schools. Purpose of the Study
The basic aim of this study
is to discover the extrapolation of information technology in the
teaching and learning of economics in secondary schools Other specific
objectives include;
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ABSRACT - [ Total Page(s): 1 ]The purpose of this study was to investigate the use of Information Technology (IT) in teaching and Learning Economics in secondary schools. The focus was on three main subject matters: to outline the challenges that can constrain the utilization of information technology in the teaching and learning of economics in secondary schools, analyze if the teaching and learning with the use of information technology can advance the students comprehension in economics and determine if the use of informa ... Continue reading---
