Use of Information Communication Technology in the Teaching and Learning of Economics in the Local Government Area of Delta State, Ethiopia.
Abstract
For this research, we are looking at how information technology may be used to help students in Ethiope east learn and teach about economics. There are 200 participants in the study, all of whom are teachers at a single secondary school in Delta State’s Ethiope East local government area.
Data were gathered through the use of questionnaires developed by the researcher. This study used a descriptive survey design. For the study, there were 133 participants who were principals, vice principals adms, senior and junior staff members. Tables containing the acquired data were created and simple percentages and frequencies were used for analysis.
chapter One
Introduction
The Purpose of the Research
People in this country are eager for education to have a positive impact on their daily lives. This discrepancy ought to have an impact on their abilities, information, attitudes, and behaviors. Dimkpa (2011) describes it thus way: The development of computers, the internet, and other communication technologies (ICT) has resulted in tremendous changes in the world (Ezeocha 2012).
Using information and communication technology (ICT) has a favorable effect on education, according to research (and training in schools). However, this depends on a lot on how ICT is being used in educational institutions and by learners, also outside educational setting. It is open to all students, encourages innovation, and helps students build 21st-century skills (Odunta, 2011). As a result, ICT has not been able to alter education as some had hoped. The socioeconomic backdrop, learning environment, and learner all need to be taken into account when analyzing the impact of ICT on teaching and learning.
In addition, future learning demands, evolving skills and competences required for work, self-development and participation in a knowledge-based, digital society are taken into consideration. Communication, creation, distribution, storage, and management of information are all made possible by the wide range of ICT technologies and resources (Adesina, 2002).
All forms of communication, from radio and television to mobile phones and computers to satellite systems to video conferencing and distance learning are covered under the umbrella phrase of “information and communication technology,” which encompasses all of these and more. At the time of this writing, Cornwal (2009a). Convergence of audio-visual and telephone networks with computer networks is called information and communication technology, according to Anikpo (2011).
For example, people in different countries can now communicate with each other using technologies such as instant messaging, voice over IP (VOIP), and video conferencing, as well as social networking sites like Facebook that allow people to stay in touch and communicate on a regular basis no matter where they are in the world. In today’s “global village,” people may communicate with others around the world as if they were just next door.
As a result, the impact of modern communication technologies on society is a key component of ICT research. It is our duty to recognize the role and influence of information technology in the classrooms of secondary schools and tertiary institutions in Nigeria, as stated by Uwaje (2011:10): “the impact of the 21st century information society will create a new world, redefine our way of living, working and thinking.
The way economics is taught and learned has undergone radical transformations with the advent of modern information and communication technologies (ICTs). Using projectors and computers, ICT materials have aided in the teaching of economics.
The use of ICT can also help motivate and enthuse students, as well as provide them with a variety of personalized learning options. Collaborative and teamwork skills were honed, as well as a willingness to think beyond the box. Using ICT in economics teaching has been proved to empower and open up the discipline to students. (Behling, 2004).
In economics courses, tutorials, testing, stimulation/games, databases, spreadsheets, and other tools of local area networks and the internet, a variety of ICT tools are employed. Economic thinking and learner autonomy are critical components of the learning process in each of these activities.
Statement of the Problem
Education is no exception to the trend of increasing usage of ICT as a result of globalization and technological progress. The use of ICT in education is widespread, and it is rising at an ever-increasing pace. As ICT has become more widely adopted, it has had a significant impact on the way economics is taught and learned. As a result, teachers and students have had to deal with a number of difficulties related to the proper use of ICT resources, such as a lack of staff available to do routine software maintenance.
The (public) school system is unable to retain qualified programmers, engineers, and technicians because of severe rivalry from the commercial sector. Teachers can only pass on their skills and ideas to students if they are masters of their craft and are on the cutting edge of their subject.
This dearth of personnel spawns a slew of other difficulties. The majority of teachers in our secondary schools in the Ethiope East Local Government Area of Delta State have low or no ICT skills and rarely take advantage of available opportunities to improve their abilities.
The purpose of the research
These are the study’s aims:
To find out how much exposure students and teachers have had to ICT in the past
An investigation into the use of ICT in economics teaching and learning.
The purpose of this study is to examine the impact of ICT on economics students’ performance
Hypotheses in research
Researchers came up with these hypotheses for the study’s effective conclusion:
H0: ICT has no effect on economics education and learning.
In teaching and learning about economics, ICT has an impact.
H02: ICT has little effect on pupils’ economics performance.
H2: Students’ economics performance is influenced by the use of ICT.
The study’s significance
Firstly, this study creates an interactive medium that enhances self-learning culture, it will also motivate students to learn and increase students engagement in classroom activities since both psychomotor and auditory skills activity will be used.
The second purpose of the course was to educate teachers and students on the importance of being ICT (computer) literate in this era of globalization.
Finally, it discusses the impact of ICT on economics and other topics’ teaching and learning.
The study’s scope and limitation?
The study’s scope includes the efficiency of ICT in teaching and learning economics in Delta state’s Ethiope East Local Government Area. As a result of a setback, the study’s scope is constrained;
There is not enough research material available to the researcher, restricting the study’s scope.
However, due to the time constraints imposed by other academic activities and examinations, the study’s coverage is limited.
Operations Definitions of Terms.
Electronic information storage, processing, transmitting, duplicating, or receiving are just few of the functions of ICT. A few other examples of ICT include electronic textbooks and instructional software as well as email, chat, and distant learning programs
A teacher’s job, profession, or occupation is teaching.
Learning is the process of gaining new knowledge, habits, abilities, attitudes, or preferences or altering current ones. Humans, animals, and even robots have the ability to learn; there is also some evidence for learning in some plants.
The economic definition. The production, distribution, and consumption of products and services is what drives economic growth in the first place. b: a group of economic advisors or consultants. an economic theory or set of economic theories.
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Use of Information Communication Technology in the Teaching and Learning of Economics in the Local Government Area of Delta State, Ethiopia.