Background of the Study
Education is the preeminent gift a nation can provide for her citizens, most especially to her adolescents. It has been recognized generally as a key to economic improvement (Olubanwo, 2005), this is because the improvement of any nation depends largely on the superiority of her education. Every nation that is dedicated to progress and improvement strives to have arrangement of education that replicates the changing needs of the country. Such variations are usually not born out of pressure but out of the yearning by both the administration and the publics to evolve a system that meets their aims, aspirations, instantaneous and long-term needs (Ale & Omirin, 2008). Thus, education turn out to be a vital and essential tool needed for the formation of minds from juvenile to adulthood in a designed environs called school. School is a residence where learning and acquisition of skills take place for the total development of each individual, the society and the nation as a whole (Ale & Omirin, 2008).
Information and communication technology (ICT) is a programme that has modified many aspect of the way people achieve information and communication. If ICT is to be compared with such fields as medicine, tourism, business, law, banking and architecture during the past two or three decades, its note has been massive. The way these fields function before is different from the ways they function at present-day. As stated by Kennedy and MC Naught (2009) that when one looks at schooling there seems to have been less effect and change than other fields have experienced. A number of people have attempted to explore this lack of activity and influence, these include Soloway and Prior (2006) and Collins (2012).
Soloway and Prior (2006) alleged that there have been a number of features impeding the wholesales uptake of information and communication technology in education, particularly economics education these have include such features as funding to support the purchase of the technology, absence of training amid established teaching practioners, shortage of motivation and the need among teachers to accept information as a teaching tools. Oliver and Short (2007) indicated that in modern times, factors have emerge which have reinforced and encourage moves to implement ICT in classrooms and learning settings. These have included a growing need to sightsee efficiencies in terms of program delivery, the opportunities for flexible delivery delivered by information and communication technology system and the increasing use of internet and www. as tools for information access and communication have witnessed progression in recent time (Oliver and Towers, 2009).
A popular theory and explanation of the present-day changes explains that they are in the core of third major revolution in human advancement that is a third wave. At first, there was agricultural revolution, then industrial revolution and now technological revolution. Information and communication technology (ICT) has become common articles in all aspects of life, for the past twenty years, the use of ICT has fundamentally transformed the practices and processes of nearly all forms of effort in the area of business and the way government actions are carried out. In the area of education, Starr (2008) asserted that information and communication (ICT) has begun to have a presence but the influence has not been as wide-ranging as in other fields. Education is a generally oriented activity and quality education has customarily been associated with teachers. The use of information and communication technology in education leads to more students centered learning settings and often this creates some tension for some teachers and students, but with the world moving rapidly into digital media and information, the relevance of information and communication technology (ICT) in Economics education is becoming more and more important and this importance will continue to grow a develop in the 21st century.
For a number of years now, a number of work on the incorporation of information and communication technology as a teaching material in secondary schools seems to have established a more or less obvious relationship between restoring ICT into communicating environment and its application. ICT has a revolutionary function on the economics procedure universally however, this revolution is not blowout at the moment hence the need to appraise its relevance in schools.
Predictable teaching has highlighted content for many years, courses have been transcribed around textbooks, teachers have taught through teaching and presentations inter-spread with tutorials and learning undertakings designed to merge and rehearse the content, contemporary setting are now favouring curriculum that encourages competency and performance. Curriculums are starting to accentuate capabilities and to be concerned more with “How the information will be used than with what the information is”.
These factors and many others are bringing tough forces to bear on the implementation of ICTs in economics education and contemporary trends to suggest they will soon see large scale changes in the way education is planned and delivered as a result of the opportunities of information and communication technology (ICT). This study attempted to study the relevance of ICT in the teaching of economics, with reference to secondary schools in Ekiti State.
Statement of the Problem
Kennedy and Naught (2009) perceived that when one looks at education, there seems to have been less effect and change which other fields have practiced with use of ICT. According to him, there is lack of actions and influence.
Findings that were reinforced by the result of studies of Soloway and Prior (2006), Collins (2012), Star (2001) and Oliver and Short (2007) indicated the problems of issues obstructing information and communication technology in the teaching of economics which include absence of training among established teaching practitioners deficiency of motivation and shortage of funding to support the purchase of the technology. Information technology is the processing and circulation of data using computer hardware and software, telecommunication and digital electronics (Encarta, 2008). Consequently the complications addressed in this study relates to:
- Availability and accessibility of ICT gadgets in the teaching of Economics in the secondary school studied.
- The literateness of personnel accountable for the teaching of Economics relative to ICT.
- Practical use of ICT in the teaching of Economics in the secondary school selected
- Students’ opinion of their gains with the usage of ICT in the teaching of Economics.
- Teachers view of gains or otherwise of the use of ICT in the teaching of Economics.
- Students and teachers suggestions relative to problems associated with the use of ICT in the teaching of Economics.
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