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STUDY SESSION 10
ICT AND TEACHING OF ECONOMICS IN SECONDARY
SCHOOLS
Introduction
The importance of Information and Communication Technology (ICT) for the teaching and
learning of Economics in this modern time cannot be underestimated. The previous sessions
introduced you to the categories of instructional materials that can be used for teaching of
Economics in senior secondary schools as well as their importance. This session introduces you
concept of Information and Communication Technology (ICT) and its importance in the teaching
of Economics in senior secondary schools.
Learning Outcome
When you have studied this session, you should be able to:
10.1 Explain the concept of ICT
10.2 Discuss the role of ICT in the teaching and learning of Economics in secondary schools
10.3 Explain the challenges facing utilization of ICT facilities for teaching in Nigerian secondary
schools
10.1 Concept of Information and Communication Technology (ICT)
Information and Communication Technology (ICT) is an umbrella term that includes any
communication device, encompassing radio, television, cell phones, computer and network
hardware, satellite systems and so on, as well as the various services and appliances with them
such as video conferencing and distance learning (Kondra, 2020).
ICT can simply be defined in its simplest form as an electronic medium for creating, storing,
manipulating receiving and sending information from one place to another. It makes message
delivery faster, more convenient, easy to access, understand and interpret. It uses gadgets such as
cell phones, the Internet, wireless network, computer, radio, television, Satellites, base stations
etc. These resources are used to create, store, communicate, transmit and manage information.
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ICT is a concept that covers any product that will store, retrieve, manipulate, transmit, or receive
information electronically in a digital form (e.g., personal computers including smartphones,
digital television, email, or robots).
There are a large number of modern teaching aids which help in explaining various concepts and
processes in many school subjects such as Economics. These teaching aids include: computer
system, overhead projector, film projector, flip charts, lap tops, colour TVs, DVD/VCD-player,
multimedia projector, mobile phones and internet. In line with this view, Ofodu (2007) added
that the following ICT facilities are always available for teaching and learning activities of
students: radio, television, computers, overhead projectors, optical fibres, fax machines, CD-
Rom, Internet, electronic notice board, slides, digital multimedia, video/VCD machine, among
others.
10.2 Role of ICT in the Teaching and Learning of Economics in Secondary
Schools
ICT is recognized to play a valuable role in improving the teaching and learning situations.
Supporting this statement, Kashorda, Waema, Omosa, and Kyalo (2007) asserted that the use of
ICT in education has the potential to enhance the quality of teaching and learning, the research
productivity of teachers and students, as well as the management and effectiveness of
institutions. In concrete terms, ICT as instructional media has enhanced teaching and learning
through its dynamic, interactive and engaging content; it has provided real opportunities for
individualised instruction. Information and communication technology has the potential to
accelerate, enrich, and deepen skills; motivate and engage students in learning; help to relate
school experiences to work practices; hep to create economic viability for tomorrow’s workers;
contribute to radical changes in schools; strengthen teaching and provide opportunities for
connection between the school and the world. Information and productive, thereby engendering a
variety of tools to enhance and facilitate teachers’ professional activities (Yusuf, 2005; ).
ICT has been recognized worldwide as veritable tool for enhancing teaching and learning
process (Kashorda, et al, 2007). The Federal Government of Nigeria (2014) in the National
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Policy on Education recognizes the important role of ICTs and integrated it into education. Other
importance of ICT tools as instructional materials in teaching and learning process includes:
1. They arouse earners’ interest and hold their attention during instruction
2. They make obscure points or idea very clear to the earners as such making learning concrete
and real.
3. They bring the remote events or idea in time and pace to the classroom by making the
inaccessible things accessible to the learners. They are used to clarify and furnish information
to the learners.
4. They can be packaged for individualized instruction.
5. They make education available to a wider audience-use of in structural television, radio and
the internet.
6. They help learners integrate prior experience into the lesson
7. They are used to motivate learners and stimulate their imaginations during instruction.
The importance of ICT tools instructional material cannot be overemphasized because for
teaching to be very interesting, more permanent and enyoyable to the learners, the teacher needs
the assistance of instructional material. Also, ICT has the capacity to produce higher interactive
potentials for users to develop individual intellectual and creative ability (Ochoyi & Ukwumonu,
2008). This may be the reason Amuchie (2015) claimed that if there is any technological
development that has a very great potential for development in education and can improve
education quality, expand learning opportunities and make education accessible, it is the
development in ICT.
10.3 Challenges Facing Utilization of ICT Facilities for Teaching in Nigerian
Secondary Schools
The challenges facing the use of Information and Communication Technology in Nigerian
secondary schools include:
i. Expensive ICT materials: The requisite materials for practical knowledge of ICT especially
at the advanced level are costly e.g Computer, projector, Internet, e.t.c.
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ii. Teachers’ poor knowledge of ICT utilization: There are no adequate computer literate
Economics teachers in most of the secondary schools. This hinders their utilization of ICT fir
teaching,
iii. Poor orientation about the concept of ICT: The first challenge in embracing ICT as a field
of study for students who have no prior orientation from their foundation education is that of
speedy assimilation.
iv. Lack of infrastructural facilities: Most schools lack facilities such as regular power supply
that support the use of ICT in schools.
v. Inadequate ICT experts/handlers: Most of the secondary schools have shortage of ICT
experts or handlers who can assist teachers when confronted with problem of using ICT devices
or facilities for teaching.
vi. Hijack by unscrupulous persons: ICT is being used by some persons for evil purposes such
as cybercrime and malicious programmes that can cause severe damage to computers and similar
gadgets.
vii. Highly technical and practical driven: It is technically driven. It requires a great deal of
logic and analytical reasoning for in-depth understanding and application.
Summary of Study Session
In Study Session 10, you have learned the following:
1. The concept of ICT
2 The role of ICT categories of instructional materials
3 The challenges facing utilization of ICT facilities for teaching in Nigerian secondary schools
Self-Assessment Question
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Self-Assessment
Questions (SAQ) for
Study Session 10
SAQ 10.1 Tests Learning Outcome 10.1)
Explain the concept of ICT
SAQ 10.2 Tests Learning Outcome 10.2)
Discuss the role of ICT in the teaching and learning of Economics in secondary schools
SAQ 10.3 Tests Learning Outcome 10.3)
Explain the challenges facing utilization of ICT facilities for teaching in Nigerian secondary
schools
Notes on SAQs for Study
Session 10
SAQ 10.1
Concept of ICT:
Information and Communication Technology (ICT) is an umbrella term that includes any
communication device, encompassing radio, television, cell phones, computer and network
hardware, satellite systems and so on, as well as the various services and appliances with them
such as video conferencing and distance learning (Kondra, 2020).
ICT can simply be defined in its simplest form as an electronic medium for creating, storing,
manipulating receiving and sending information from one place to another.
SAQ 10.2
Role of ICT in the teaching and learning of Economics in secondary schools:
ICT as instructional media has enhanced teaching and learning through its dynamic, interactive
and engaging content; it has provided real opportunities for individualised instruction.
Information and communication technology has the potential to accelerate, enrich, and deepen
skills; motivate and engage students in learning; help to relate school experiences to work
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practices; hep to create economic viability for tomorrow’s workers; contribute to radical changes
in schools; strengthen teaching and provide opportunities for connection between the school and
the world. Information and productive, thereby engendering a variety of tools to enhance and
facilitate teachers’ professional activities (Yusuf, 2005).
SAQ 10.3
Challenges facing utilization of ICT facilities for teaching in Nigerian secondary schools:
The challenges facing utilization of ICT facilities for teaching of Economics in Nigerian
secondary schools include:
Expensive ICT materials:
Teachers’ poor knowledge of ICT utilization
Poor orientation about the concept of ICT
Shortage of ICT experts/handlers in most schools,
Lack of infrastructural facilities that support the use of ICT in schools
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REFERENCES
Ajayi, I. A. & Ekundayo, H. T. (2009). The application of information and communication
technology in Nigerian secondary schools. International NGO Journal, 4 (5), 281-286.
Amuchie, A. A. (2015). Availability and utilization of ICT resources in teaching and learning in
secondary schools in Ardo-Kola and Jalingo, Taraba State; Journal of Poverty, Investment
and Development, 8(1), 94-100.
Kashorda, M., Waema, T., Omosa, M., & Kyalo, V. (2007). E-readiness survey of higher
education in Kenya. Nairobi: Kenya Education Network (KENET) Nairobi.
Kondra, I. (2020). Use of IT in Higher Education. UGC Care Journal. India: Studies in Indian
Place Names. 40: 280.
Ochoyi, U. l. & Ukwumonu, A. J. (2008). Integration of ICT in secondary School curriculum in
Nigeria: Problems and prospects. 49 Annual STAN conference proceeding on curriculum
Development in Science, Technology and Mathematics (STM) Education, Yenagoa: HEBN
Publishers, pp207-211.
Ofodu, G. O. (2007). Nigeria literary educators and their technological needs in a digital age.
Education Focus, 1(1), 22 –30.
Yusuf, M. O. (2005). Information and communication technology and education: Analysing the
Nigerian national policy for information technology, International Education Journal, 6(3),
316-321.
