THE USE OF ICT IN TEACHING

THE USE OF ICT IN TEACHING
For effective teaching and learning, teachers ought to employ different ways and means. Which will appeal to the senses of the pupils in the classroom, necessary stimuli must be provided by the teacher in other to elicit the desired response. It is well known among educators that the educational experiences involving the learner actively participating in concrete examples are retained longer than abstract experiences. ICT’s materials are no doubt most effective in stimulating these senses. These senses include hearing, smelling, feeling and sight in other to increase the children’s level of perception.
The teaching of social studies courses has always been based on a limited knowledge, and as a result, the utilisation of the ICT media among teachers often relies on traditional applications of technology. There is, however, a tremendous potential for technology to be fostered as a tool that can overcome the traditional isolation of the classroom setting (Braun, 1997), provide access to expensive resources (Becker & Ravitz,1999) and improve overall productivity (Saye, 1998). To achieve the desired outcomes with the utilization of technology, the teaching of the social studies courses must focus not only on making teachers competent at using such technology, but at the same time, promote strategies that enable the integration of technology that enhances teaching and learning of the subject.
Bolick et al., (2003) pointed to a precarious relationship between the teaching of the social studies and the utilisation of technology. They argued that “…… while some educators have been fascinated by the potential of technology to enhance teaching and learning, many schools have lagged behind in assimilating technology into instruction. Others expressed doubt that technology will ever incite instructional reform in the social studies e. g. (Berson, 1996), Shaver (1999) …”.They stated that this conflict “… has led some researchers to conclude that the social studies has not appreciably changed as a result of technology e. g. (Martorella, 1997; White, 1997)…”.
In fact, Woodrow (1992) asserts that any successful transformation in educational practice requires the development of positive user attitude toward new technology. The development of teachers’ positive attitudes toward ICT is very significant factor not only for increasing computer integration but also for avoiding teachers’ resistance to ICT use (Watson, 1998). Whitworth & Berson (2003) indicate that there is a need for research on the use and effectiveness of technology in social studies classrooms that would enhance social studies education.
In tandem with technological advancement, the usage of the instructional media has dramatically increased in the last two decades (Descy, 1991). According to Abu Jaber (1987), the importance of instructional media for both teachers and students cannot be overemphasized. In social studies, the use of instructional media is essential to support learning because social studies are concerned about natural and social phenomena which cannot be easily expressed without the support of graphics maps, video, pictures, etc. Curzon (1997) points out that using instructional media in social studies classrooms widens the channel of communication between teachers and their students. The instructional media allow the growth of specific learning abilities and enhance intellectual skills and motor skills. The use of charts and models enables the teacher to present and illustrate many physical phenomena and issues easily and at the same time, allows them to focus attention on the characteristics of objects.
In the computer-based instructional media, Davidson (1996) stated that the use of such media in geography lessons is imperative as it makes a valuable contribution to the quality of student learning. Such media can be used in several ways in geography lessons. PowerPoint, for instance, can be used to present geographical issues and data loggers for collecting weather data electronically. Recece & Walker (2001) also pointed out that it is important to use learning aids to enhance student learning experience and they stress the link between poor learning with the failure to use visual aids and similarly effective learning to the professional use of visual aids.
Molstad (1974) also found that the proper use of instructional media positively affects students' achievements. Bailey & Fox (1996) also find that computer graphics maps are the effective way of presenting spatial information and for geography courses, such maps are considered the most important tool for illustrations. Teachers need to use them effectively in the classrooms and give opportunity to pupils to learn about different types of maps starting from simple sketch maps to complex geographical information system (GIS) maps.
In terms of media involving television, Lambert & Balderstone (2000) added that televisions in the classroom are making an increasingly significant contribution to the teaching and learning of geography where pupils can learn about other cultures and develop their sense of place. They also reported that besides TVs, photographs and slides are also important sources of visual materials that help teachers to bring reality into their classroom. Such media also assist in developing students’ knowledge, vocabulary, awareness and interpretation skills. Moreover, teachers can go further from just illustrating the content to exploring values, attitudes and beliefs from the media.