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THE
APPLICATION OF ICT TO THE TEACHING AND LEARNING OF ECONOMICS IN SECONDARY
SCHOOLS
CHAPTER ONE
INTRODUCTION
BACKGROUND
OF THE STUDY
In today’s
world, the use of adoption of information technology (ICT) in teaching of
economics in secondary schools could be helpful in the task of capacity building
therefore; negative view in this direction could constitute a draw back to the
achievement of our science and technology objectives (Adetula 2003).
The adoption
and application of ICT Information and Communication Technology in teaching of
economics in secondary schools has come to occupy an important place in the
education sector and national development and indeed the development of the
world. This is because it has not only ensured scientific and technological
development but it has also opened up more learning opportunities, improved the
techniques of teaching and production of materials which reduce time
consumption and distance.
Because of
the adoption of or use of information communication technology in teaching of
economics in secondary schools today one can communicate in different ways,
fully capable of communicating his or her findings from economical enquiry
using power points, spread sheets to present graphs of data from around the
world moreover, the evolution of technology can be traced from the earlier days
of human existence, when our early ancestors learn the benefits of setting in
one area to cultivate farm lands and grow foods rather than wonder from one
place to the other. Settling down increase population which necessitate the
investigation of tools to increase food production that was the beginning of
technology advancement.
The computer
is one of the greatest inventions of the 20th century which has contributed to
the service of humanity through its capacity to automate the highly needed
respective calculation earlier inventions have necessitated from the history of
man existence, it is clear that there has been a continuous search for a way to
reduce computational efforts primitive and mechanical tools to speed up
calculation during the ear of predigital electronic computer.
The
researcher observed that ICT is not effectively used in our classrooms
situations; this is partly because most of the teachers are not computer
literate, therefore making it difficult for them to operate ICT materials. The
issue of power, which is needed to power the computers, is another problem
affecting ICT application in the classrooms.
STATEMENT OF
THE PROBLEMS
The use of
Information Communication Technology in teaching economics in secondary
schools, like any other devices is because of the ability or its capability to
store large volumes of data, organize and analyze data accurately in other to
produce quality information it has been the rapidly expanding trend. Could it
be that there is a problem in the application of the ICT in economics classroom
activities?
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