CHAPTER NINE

RELEVANCE ICT IN SOCIAL STUDIES INSTRUCTION

Introduction

Teachers have crucial responsibilities in societies. They play key roles in the educational process, which is especially important in Third World countries. The educational system is struggling with a lack of trained instructors who are educated or adept at using technology. The ability to identify an information requirement, access, manage, integrate, and assess information utilizing technological tools and networks is referred to as information communication technology (ICT) competency. The ability to find, evaluate, compile, and utilise information from a variety of sources is known as information literacy (Humes, 2003). To work as change agents and promote a positive attitude toward the use of information technology and computers teachers must be ICT-literate. The teacher is in charge of how ICTs are used in the classroom, regardless of the amount and quality of technology available. So, it’s essential that teachers are informed and have the right viewpoint on technology (Kadel, 2005). A school could have ICT hardware and software, but how well it’s used in the classroom relies on the teachers. It will depend on the viewpoints and prior knowledge of the teachers, as well as their degree of expertise, approach towards ICT, teaching methods, intended outcomes, and teaching and learning methodology (Thomas and Stratton, 2006). It will need a high degree of knowledge, value, skill, personal orientations, sensitivities, and capabilities to employ such combinations in the right way (Commonwealth Department of Education, 2002).

What a teacher has to know to use technology in the classroom is referred to as an ICT competency. It was underlined by Kirschner and Woperies (2003) that educators needed to acquire a few essential ICT skills. However, one of the drivers behind the accomplishment of the aforementioned assumption is teacher education. Education for teachers is seen of as a specialized form of education that equips the receiver with the knowledge, abilities, and professional competences necessary for them to fulfill their professional responsibilities. The formal duty of a teacher is to influence students’ learning or to bring about desired changes in their conduct. The process through which both men and women are made ready to work in classrooms in order to transfer knowledge, skills, and positive attitudes is known as teacher education (Abubakar and Dantani, 2005).

According to the description above, both men and women are capable of educating students and fostering a positive outlook in them. The education of teachers may also be seen as a type of education that is specifically created to pair and prepare people to teach or perform pertinent professional services for schools, colleges, and relevant organizations.

The quality of efficient education teachers’ offer is based on how well they organize the teaching and learning experience within the classroom. Information and communication technology is one method for ensuring such efficacy in the delivery of teaching. It is crucial that teachers are well-versed in the knowledge they require in order to efficiently convey knowledge to students. The central question is, is it important for teachers to have the necessary ICT knowledge? Studies have shown that teachers don’t learn the necessary amount of information. According to research by Rosnaini and MohdArif (2010), a small percentage of teachers were proficient in the fundamentals of ICT. The majority of them only possessed average or very little ICT competence. This example demonstrates how improving teachers’ ICT expertise is essential for the success of ICT programs in schools (Moganashwari and Parilah, 2013).

ICT is a tool that may be applied throughout the curriculum or in a range of courses as long as the focus is on developing ICT-related skills, knowledge, practices, and mindsets (UNESCO, 2007). It enhances student learning outcomes within the confines of the present curriculum. Additionally, it has the power to transform teacher-centred classrooms into participatory, learner-focused environments. Teachers are the essential participants in this transition, which is based on the adoption of ICT as a tool for teaching and learning in schools. (Albirini, 2006) asserts that instructors’ attitudes about computer technologies and their skill with the technology are related. They also reflect on and carry out the adjustments, which has a substantial impact on the receptivity to new experiences. Although its usage in education is still too limited, ICT is seen favourably. As this would do fair to the investments made for the ICT to be present in the classrooms, ICT should be utilised efficiently there.

The Roles of ICT in Social Studies Curriculum Delivery

The pedagogical basis for enhancing ICT in schools centres heavily on the utilization of ICT in learning and teaching. As a result, it is closely tied to the economic and social justifications, but ICT also has other applications in the process of teaching and learning. It gives teachers a variety of new tools to support conventional pedagogies, but perhaps more significantly, it gives them the opportunity to create their own innovative teaching strategies. In a society where technology is widespread, ICT offers new, more engaging, and more applicable learning opportunities for instructors. ICT made a variety of contributions to teaching and learning.

According to Inspectorate (2008), there are a number of advantages that ICT can bring to the process of delivering education, including the following:

Information can be acquired practically instantaneously by using ICT. For instance, there is a large amount of easily available knowledge on the internet. Such knowledge can give educators and students access to many points of view and a broader understanding of problems.
ICT enables teachers to modify their lesson plans in accordance with the demands and aptitude levels of their pupils.
Students are motivated to learn thanks to ICT. They can be effectively engaged in their academic work with the help of technology.
ICT makes education more engaging. It raises interest levels, for instance, by including colour, animation, and sound.
ICT enables educators and students to present information more effectively.
The amount of work that can be taught in a lesson is increased because of ICT. Some initiatives are made to fit the curriculum.
When ICT is used effectively, the teacher’s role is more facilitative than instructive.
The effective use of ICT, particularly in computer-based solo, pair, and group work, can result in improved classroom management and learning. In Nigeria, relatively little literature has been written about how ICT

affects schools, particularly how it affects teaching and learning. This study, which examines how much ICT has been adopted by instructors in schools, is timely since it evaluates how ICT has affected teaching and learning. Teaching, learning, and research in the field of education have unquestionably been impacted by ICT (Yusuf, 2005). ICTs offer the potential to increase education, speed skill development, deepen knowledge, engage students, assist students connect their schoolwork to real-world situations, help future workers become economically viable, and more (Yusuf, 2005).

Social Studies Teachers and Instructional Applications of ICTs

According to research, ICT can assist innovative teaching strategies and make challenging instructional techniques like simulation or cooperative learning more practicable. Additionally, ICT can improve the efficiency and results of student learning, which is a consensus among educators. When all necessary components of a system are seamlessly merged to form a whole, integration gives the impression that something is complete or whole (Chang & Wu, 2012). The diversity of ICT utilized for teaching and learning in schools has increased exponentially over the past 10 years, particularly with the development of the Internet.

What’s exciting is not just that there is more technology, but also that teachers can select from a wider variety of technology types according to their own pedagogical preferences (Choy, Suan&Chee, 2012).

According to Lei and Zhao, each technology is anticipated to have a different effect on students’ learning (2006). Instead of seeking to generalize the impacts of all technologies as if they were all similar, researchers should take into account the types of technology being utilized in classrooms and why. The literature might then be used to draw two broad distinctions. Where technology is essentially utilized as instructors and helps students learn more fundamental concepts, students can learn from computers. Additionally, students can learn using computers, where technology is employed as a tool to a range of learning objectives and can be used as a resource to foster higher order thinking, creativity, and research abilities. The educational framework for efficient use of ICT, not the availability of technology, is the main factor that affects how well students learn. Instead of the computer being fitted into the curriculum, the reverse should be true. As a result, successful ICT integration should emphasize pedagogical design by defending the rationale behind how and why the technology is employed. The opportunity to engage students in the learning process exists with effective ICT integration (Wang & Woo, 2007). ICT can support cooperative and collaborative learning by giving students the resources they need to collaborate, communicate, and acquire lifetime learning abilities, such as learning how to learn. Teacher Education The use of technology in the classroom has an impact on students’ academic performance, which are frequently used to assess the success of a teacher. In other words, how a student uses technology reflects how a teacher incorporates technology into their lessons and curricula, which also has an impact on how effective a teacher is (Chang & Wu, 2012).

According to a study, teachers’ usage of technology has a noticeable effect on the performance of their students academically. Technology integration into the curriculum to raise student achievement directly depends on the technological literacy of the instructor (Chang & Wu, 2012). Teachers have to be competent in their area of expertise and up to date on the discipline’s content requirements and instructional strategies. Candidates for teaching positions should learn how to use technology to help students meet the standards for the subject matter. The following suggestions are made to improve instructors’ technology integration abilities and capabilities (Almekhlafi&Almeqdadi, 2010):

conduct training sessions on efficient technology integration;
equipping teachers with the proper ICT resources for the classroom;
offer rewards and incentives to teachers who successfully integrate technology into their classes;
provide instructors some time off so they can organize the best possible technology integration plans for teaching and learning;
examine how technology is used at all educational levels, including those in private and public institutions;
examine how the use of technology affects students’ performance and attitude;
evaluate the utilization of technology in relation to objectives and results of the curriculum.

Approaches of ICT Application by Social Studies Teachers

At this stage, it’s crucial to notice that teachers seem to adopt one of three fundamental ICT strategies (UNESCO, 2004). They are as follows:

Integrated approach: planning the integration of ICT into the field to develop certain concepts and skills and improve student performance. This requires doing a careful and in-depth investigation of the curriculum area, selecting the best ICT resource to meet the curriculum’s objectives and work structure and incorporating its use in pertinent courses.

Enhancement approach: getting ready to use an ICT resource that will in some way enhance the present subject through the lessons and duties presenting a topic’s theory using, say, an electronic whiteboard. With this approach, the teacher hopes to enrich the lesson by using a cutting-edge presenting method to promote class discussion and the visualizing of problems.

Complementary approach: utilizing an ICT tool to improve students’ learning, such as allowing them to use a computer to take notes in class, email homework to the instructor while home, or word processing assignments Although the outcomes may vary, all three tactics can increase success. Because they offered new insights into the topic being studied and challenges to their past knowledge, pupils’ learning is boosted in the integrated approach. Through innovative information presentation, student debate, and encouragement to develop their own explanations, the enhancement technique may enhance students’ learning.

The complementing approach is based on the idea that learning can be improved by eliminating the boring and repetitive components of jobs like doing homework and writing essays, enabling the student to focus on more challenging and subject-specific activities UNESCO (2004). These various uses necessitate a thorough understanding of ICT on the part of the teacher, as well as the ability to either incorporate ICT effectively into their present pedagogy or to expand their pedagogical understanding.

ICTs and Teachers Education

On the utilization of ICTs in education, there are various ways to the professional development of teachers. Professional development for integrating ICTs into teaching and learning should be viewed as an on-going process rather than as a single infusion of training. With the evolution of educational technology and curriculum, teachers must keep up with new concepts and techniques. Teacher education in ICTs and teacher education utilizing of ICTs are two important goals of teacher preparation. The most apparent approach to professional development for teachers is to provide instruction in ICTs’ foundational ideas and skills. It’s crucial for teachers to understand how to leverage the most recent technological advancements as teaching aids. If teachers want to teach their students to develop these similar skills, they must possess the ability to use information, including the ability to conduct research, conduct critical analysis, link various types and sources of information, and reformulate retrieved data. There is a need to place more emphasis on training in pedagogy, in contrast to the existing tendency across most educational standards, where the central emphasis is on specific expertise in certain curricular areas. So that they may take on their new role as authorities on the learning process, teachers must be suitably prepared with additional didactic competencies.

ICTs can help instructors develop professionally in a productive way. As crucial as teaching aspiring teachers the fundamentals of ICTs is the use of ICTs as training tools for educators. ICTs can open up a wide range of new opportunities for teacher education as instruments for long-distance communication as well as sources of expertise. By using these tools on a daily basis, teachers can learn how to use new media, new communication norms, and even a new language. “Efficient delivery mechanisms is an important component of overall school management,” stated Westera and Sloep (2001). ICTs can thereby increase the effectiveness of existing delivery methods for educational services by complementing them in the following ways:

The capacity of technology to connect with students wherever and whenever has the possibility of leading to significant shifts in the manner that education is delivered. The idea that teaching time is equivalent to classroom time must be refuted in order to achieve this. Teachers may advise students to revisit classes or subjects on their own to ensure they fully grasp them.
Another illustration of effectiveness in action is virtual labs. Since science is an empirical area, laboratories are something that all educational systems strive to provide. However, few schools have given them the required resources, and even fewer are willing to utilizing them. Without the risks and costs of genuine laboratory research, technology offers incredibly lifelike digital simulations of laboratory procedures, incorporating video and digital presentations. Simulations won’t entirely take the role of hands-on work. Instead, they prepare students for carrying out real-world experiments in a similar way as flight simulations prepare student pilots for test flights.
A team of expert educators and instructional designers may create multimedia-enabled learning modules, which can then be distributed to all schools to ensure high standards of instruction.
Cost issues are frequently brought up in talks on technology. Start-up expenses can be substantial but economies of scale can be large depending on the technology employed. The more technology is utilized, that is. The unit costs of creating educational content ware fall substantially as more students utilize it

The early costs of technology must be weighed against tradeoffs. ICT has been incorporated into classroom learning for over 20 years, during which time it has garnered significant media attention and progressively increased in popularity.

ICT is regarded as being more than merely the centre of the information society. It is supposed to be extremely important for the education of skilled professionals (Pelgrum, 2001). ICT in education has been proved to be beneficial, yet instructors do not appear to be adopting it into their lesson plans (Meijer, van Eck, and Felix, 2008). (Yang, and Huang, 2008). As a result, fewer people are using digital learning tools (DLMs). The development of such materials may look less fulfilling or attractive if teachers aren’t encouraged to employ DLMs. A shortage of recently developed materials might lead to a rise in the underutilization of DLMs, starting a vicious cycle. The Wikiwijs initiative in the Netherlands intends to make open DLMs available for usage in all educational levels.

The actual implementation of DLMs in education will have a significant impact on this initiative’s effectiveness. Key elements of ICT usage in education and the lack of ICT in classroom practice will thus be further studied in the context of teachers’ use of DLMs. Specifically, in regards to the use of DLM based on the Integrative Model of Behaviour Prediction (IMBP: Fishbein, 2000; Fishbein and Yzer, 2004; Yzer, Capella, Fishbein, and Hornik, 2004).

In essence, information is the all-pervasive phenomenon and component required to prosper, endure, grow, and advance in any situation, as well as to

meet the demands and expectations of society at large. But how much we are willing, competent, capable, and prepared to live up to expectations and handle the difficulties ahead of us depends in large part on having the right information at our disposal, regardless of its format, quantity, location, accessibility, time, source, or means of access. This implies that without information, meaningful personal and societal progress and advancement in every direction and dimension is impossible (Mohammed 2014).

As a result, effective ITC acceptance and use in social and corporate environments, and in particular for teachers, should begin with the education and training of the prospective instructors in educational to embrace the technologies in all their training of development and progress. Mohammed (2015) noted that it provides the opportunity for intelligent and creative teachers (and instructors) to successfully and ideally meet up with their dual objectives of:

Providing direction, mentoring, and encouragement for the pursuit of education while acting as strategic agents of societal change; and
Principal players in the use of pertinent methodologies and technologies for research, teaching, and learning in educational institutions to promote calm access to and acquisition of education, training, and information.

To keep up with the demands and challenges of the digital era, it is necessary to routinely review ways to teacher education and training. The focus should be on aspiring teachers and their usage both learning and teaching. Such methods of learning and teaching will undoubtedly result in formal and informal peer-group interaction in academic discourse, practice, and learning, which will ultimately facilitate all forms of teaching and learning, including classroom instruction, group projects, case studies, debates, presentations, field trips, independent studies, research, simulations, portfolios of practices, plays, empathy exercises, experiments, reflections, creations, dramatizations, and other methods.

Obstacles to the use of ICT in Tertiary Schools in Nigeria

There are a variety of obstacles preventing Nigeria’s higher institutions from using information and communication technology effectively, including expense, a subpar infrastructure, a lack of knowledge, a lack of useful software, and restricted Internet access

Cost: While the cost of computers is steadily down in the majority of developed countries, it is still much higher in developing countries like Nigeria. A personal computer in the United States could cost less than a month’s pay, while the ordinary Nigerian worker may need to save up more than two years’ wages to buy one. Nigeria has more than 6,000 public secondary schools. Most people lack books, paper, and pencils. Few schools have adequate classroom infrastructure, and many lack radios and televisions. In addition to the price of the basic computers itself, the majority of secondary schools in Nigeria are unable to pay for peripheral expenses like printer, monitor, papers, modem, and additional storage devices. Furthermore, the institutions are incapable of covering the high fees associated with their Internet connections.

Weak infrastructure: Information and communication technology adoption in Nigeria is significantly hampered by infrastructure problems. Hardware for computers is built to function in “controlled settings” with other infrastructure, such power. Nigeria has been attempting in vain to deliver a constant and reliable power connection to every region of the nation for the past fifteen years. There is now no area in the country that can guarantee a steady supply of electricity, maybe with the exception of areas where the leaders of the government live. An increase in electrical supply after a period of power loss has occasionally caused damage to pricey home appliances including freezers, refrigerators, and stoves.

Electronic gadgets including computers, TVs, recording devices, and even radios have been harmed as a result of unstable power supplies. When the electricity supply is unreliable and intermittent, especially in nations with harsh weather like Nigeria, high-tech gadgets like computers are challenging to keep functioning. Due to the high levels of dust in Nigeria’s dry season, electronic devices has a shorter lifespan. Since the majority of people in rural Nigeria lack access to electricity, rural secondary schools are unable to use devices like computers, radios, TVs, and video recorders. The only places in Nigeria having Internet access are urban regions. In many urban homes and rural areas, fans, sealed rooms, and dependable energy are lacking, making it difficult to handle these environmental realities. Another obstacle to the growth of ICT in Nigeria is insufficient telecommunications infrastructure. Despite been ranked by the International Telecommunication Union (ITU) as the fastest growing telecommunication industry in Africa, the majority of Nigerians do not have access to a telephone. Towards the end of 1999, there were over 700,000 lines and 450,000 connections, and $50 million had been invested privately in the country’s telecommunications sector. More over half of the linked lines were obtained by government employees and officers. With more than 2 million connected subscribers, Nigeria outperforms other African nations on the Global System of Mobile Communications (GSM). The Nigerian telecommunications industry has drawn more direct foreign investment than any other sector of the economy, which has led to its quicker growth rate. Foreign private investors made new investments totalling over $3.8 billion between 2001 and 2003. Currently, the capacity of the telephone system has increased by more than 3 million landlines.

The over 3 million landlines and 2 million GSM users in Nigeria, despite the country’s telecommunications sector expanding more quickly than most other African nations, fall far short of the ideal when compared to the country’s approximately 124 million inhabitants. Once more, urban areas are where you’ll find the majority of GSM (Global System of Mobile Communication) customers and landline owners.

Despite the fact that connection prices for telecom facilities have significantly decreased over time, many Nigerians still find the present rate to be unaffordable. Telephone line connection costs were approximately $1,500 in 1997; they are currently approximately $148. In a nation where the minimum monthly wage is approximately $51, the current rate is too high. Nigerians must devise new strategies for constructing the required infrastructure to support ICT in the nation in order to reverse this predicament.

Lack of skills: Nigeria lacks the necessary technology foundation and human resources to successfully incorporate ICT into university education. It cannot be stressed how crucial it is to implement information and communication technology (ICT) in Nigeria’s tertiary institutions that these systems are installed, maintained, and supported by locally competent employees. Operating systems, network management, software applications, and local personnel to maintain and repair computer equipment all suffer from a significant shortage of competent labor. In Nigeria, either insufficient or no training is provided to individuals who are tasked with using computers.

Since most instructors at postsecondary institutions in Nigeria lack the skills to effectively use technology in curriculum implementation, the traditional chalk-and-duster teaching method still prevails in secondary school pedagogy. The utilization of ICT for transmitting information in secondary schools in Nigeria is either insufficient or nonexistent (Anao, 2003). The use of computers in the classroom and the integration of educational technologies into instruction must be taught to secondary school teachers in Nigeria. Teachers “require effective tools, techniques, and assistance to enable them create computer-based activities and projects especially oriented to enhance the quality of teaching in required areas and enhance student learning,” Carlson and Firpo (2001).

Lack of relevant software: Without a question, technology’s greatest assets are its content and communication. Although software publishers and developers in industrialized countries have long attempted to provide software and multimedia with a worldwide applicability, these technologies do not fit into curricula globally as a result of differences in educational standards and needs. Software for the Nigerian educational system that are both effective and societally suitable are few. There is a major imbalance between both the demand and supply for relevant software in Nigeria and other developing countries. There are numerous, conclusive indications from many different countries that the lack of pertinent and appropriate software is a major barrier to wider computer deployment. Even if Nigeria attempts to remedy the software crisis by developing software that would adhere to its educational objectives, it will still face two fundamental problems. First off, it costs a lot of money to develop useful software for the country’s educational system. Second, there aren’t enough skilled software engineers in the country. To get around this, people need expertise in instructional design.

Limited access to the Internet: Nigerians don’t have access to numerous Internet service providers that provide Internet gateway services. Nigerians employed by international information and communication companies make up these Internet service providers. Customers of many of these firms receive poor services and are regularly exploited of and duped. The few reliable companies that offer reliable services charge high prices, which limits access to using the Internet. The main technological challenge in Nigeria is locating dependable, reasonably priced Internet access. In a country which only 0.6% of people own personal computers, the few reputable Internet service providers that have made significant economic investments in the industry have a relatively limited client base. They must charge exorbitant fees in order to make back their investments in a fair length of time. In Nigeria, there are about 500,000 Internet users.

Tertiary institutions in Nigeria do not receive adequate funding for basic equipment like furniture, books, labs, and lecture halls, much alone for high- tech equipment such as computers and Internet connectivity. Again, Nigeria’s weak electricity infrastructure, especially in rural regions, keeps its tertiary institutions blocked off from the Internet and the rest of the world’s information superhighway. Nigeria is lagging behind other African countries like Senegal, Uganda, and South Africa in this regard since these countries are already helping their university students develop as better information consumers. All Internet service providers in Nigeria have their primary offices in urban areas.

The majority of users are overwhelmed by the amount of information online, which makes them anxious when using it, the speed of the internet’s connectivity, a lack of computer skills, and a lack of assistance are the biggest barriers to using the internet, according to a study by Abdulkadir (2011) on information anxiety among internet users at Ahmadu Bello University in Zaria. In addition, according to Hamza (2014), who investigated how scholars at Ahmadu Bello University in Zaria and Bayero University in Kano used online

Arabic knowledge resources, difficulties with accessing and using these resources include erratic power supplies, poor ICT products and services provided by teachers, slow internet connectivity, and inadequate computer and information literacy skills.

Inspectorate (2008) noted that practically every element of our life have undergone significant change in recent years as a result of ICT. Even the most fundamental aspects of our lives have been altered, including the way we work, interact with one another, treat ailments, travel, shop, and enjoy our free time. The rate of change doesn’t appear to be slowing down; in fact, ICT development and its applications to fields like media integration are progressing at even quicker rates than previously. ICT skills have rapidly advanced to the point that they are now just as essential to leading a full life as reading, writing, and computing abilities. The advancement of ICT has not been limited to the field of education. ICT is a constant presence in the landscape of teaching and learning, according to Kompf (2005), who gave respect to the opinion of authors on the subject. Additionally, the author claimed that it is no longer feasible International Journal of Education, Learning and Development (August 2016). In the modern day, education would be impossible without information and communications technology (ICT). One might go even further by stating that ICT is coming to define education more and more. Similar to other nations, Nigerian teachers must understand that in order to remain relevant in an ICT- driven environment, they must have access to chances to learn and grow in ICT competencies.

There is a significant focus on how computers and the internet might be utilized to improve education at all levels and in both official and informal contexts as a consequence of the globalization of the 21st century and the associated technological upheaval. The use of computers and the internet in the teaching-learning process is currently being emphasized more than the use of telephone, radio, and television, which have a longer and richer history as educational instruments. Due to a lack of infrastructure and the ensuing high costs of access, attitude, knowledge, and orientation, if they are utilized at all, computer and internet usage are still in their infancy in Nigeria and other developing nations. Teachers must be proficient in the usage and use of computers and the internet for the delivery of curriculum if they want to remain relevant in their current career. When information and communication technology is used in these operations, teaching and learning will be substantially enhanced, and the schools’ ego will be greatly strengthened. Dania and Enakrire (2012) also stated that edutainment approaches are frequently utilized to make classes more vibrant and enjoyable, especially for young children. ICT also enables a variety of learning methods, such as online, self-paced, individual, or group learning. Once more, ICT applications for education are created for managing classrooms, scheduling lessons, planning activities, managing staff, and communicating with parents.

Note for Teacher-Trainees

Instead of reducing the amount of work pupils have to do, technology in schools should be used to improve learning. Particularly in Nigeria, ICT standards for schools should put an emphasis on practical skills that assist pupils function in their daily lives. Standards will assist teachers create lessons that motivating students to study more, giving pupils the chance to study in groups with other students in order to enhance their learning, and support the development of multiple intelligences while allowing students to apply learned abilities in other academic curriculum areas.

The educational framework for efficient use of ICT, not the availability of technology, is the main factor that affects how well students learn. Instead of the computer being fitted into the curriculum, the reverse should be true. As a result, successful ICT integration should emphasize pedagogical design by defending the rationale behind how and why the technology is employed.

Review Questions

Attempt the following questions:

Describe the functions of ICT in the delivery of the social studies curriculum.
The three (3) main ICT application strategies used by Social Studies teachers should be identified and discussed.
Using relevant examples, talk about how information and communication technology (ICT) is used in the classroom.
Describe three different learning strategies that ICT can support. Cite applicable instances when using the example of Nigeria.
Determine the obstacles to effective ICT use in tertiary institutions and discuss them with relevant examples.