37 Educational Technology Paper

Abstract

Economics, like any other subject in the educational curriculum was introduced in schools because of its contribution to the achievement of the general objectives of education. This paper discussed the concept of teaching, learning, Economics, the importance of economics, the problem of teaching economics and using educational communications technology in teaching and learning of economics.

Keywords: Teaching, Learning, Economics, communications technology.

Introduction

Economics as a discipline was introduced into Nigeria Secondary School curriculum in the early 70s and since its inception it has gained popularity among all students (both male and female). Apart from this, it is also a subject being taken by all classes of students (Science, Arts and Commercial). The popularity of this discipline can be attributed to the good performance of students who take it at Senior School Certificate Examination (SSCE) and also, the subject is combinable with the sciences and the Social Sciences in Tertiary Institutions.  Economics like any other subject in the educational curriculum is introduced in schools because of its contributions to the achievement of the general objectives of education as stated in the National Policy of Education (2014), of the Federal Republic of Nigeria. The five main National goals for the Nigeria, which have been endorsed as the necessary foundation for the National Policy on education, are the building of:

1. a  free and democratic society;
2. a just and egalitarian society;
3. a great and dynamic economy;
4. a land full of bright opportunities for all citizens.

The economic teacher should constantly bear in mind that his or her teaching must be effective and the knowledge acquired must be relevant for the future living.

The concept of Teaching and Learning

Teaching and learning are like two sides of a coin. They are inseparable because the purpose of teaching is learning and we learn till death. Nobody has or knows it all. According to Mangal (2013) learning is a change in a living individual which is not heralded by his genetic inheritance. It is a process which takes place as a result of stimuli from outside. The changes in the behaviour, in the process of learning, are always produced through some activity, training and experiences.  Some people believe that teaching is only presenting information in a clear manner so as to help students learn. Good teaching is presenting information in an interesting and relevant way so that students are able to learn better. Babalola (2006) described teaching as a systematic presentation of facts, ideas, skills and techniques to learners. In a more precise language, teaching is guidance of learning activities. Mohammed and Umar (2003) viewed teaching as a profession. It is a science as well as an art in the language of Blooms’ Taxonomy. Good teaching should go beyond mere knowledge to the understanding of knowledge, which is reflected in the ability to apply knowledge using educational communication technology, analyze knowledge, synthesize and evaluate knowledge. A good teacher is all this and more.

Shuaibu, Abdullahi, Adikwu & Saidu (2018) explained that learning is the act of acquiring new, or modifying and reinforcing existing, knowledge, behaviours, skills, values, or preferences and may involve synthesizing different types of information. Learning does not happen all at once, but it is built upon and is shaped by previous knowledge. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge. Derek (2000) sees learning as a change in knowledge, attitude or skill acquired through experiences rather than maturation, training, instruction and so on.

The concept of Economics

Economics has been recognized as a special area of study for over a century. Economics and economists are words that almost everyone has heard of and use. But what exactly is economics? There is no correct definition possible. Many good definitions are possible, and each will focus on some important aspect of the subject. Nwazuoke (2008) viewed economics as a subject that gives a scientific explanation of how individuals, households, organization and nations attempt to satisfy their unlimited wants in a world of limited resources. National Universities Commission (NUC) cited in Onuoha (2014) describes Economics as ‘the study of the factors that influences income, wealth, and well-being’. The study of Economics requires an understanding of resources, agent, institutions and mechanisms existing at the national, and international levels since virtually no economy operates in isolation.

The Importance of Teaching and Learning Economics

Economics, which is one of the major subjects of the social sciences, is seen in every aspect of men as it plays a very vital role in their lives. Because of the useful role played by Economics, it is recommended in the Secondary School curriculum. Being a subject that cannot be easily be done away with in Nigerian Secondary Schools, it is filled with much challenge, some of which are found in the aspect of teaching the subject.  It is believed that the study of Economics help train individuals to acquire economic way of thought which enables them to think logically, so preparing them for responsible citizenship. The study of economic is therefore vital in the Secondary School and tertiary level because the knowledge of economics will help students interpret realistically the pros and cons of some government policies.

The objectives of economics education should reflect what the student is expected to achieve, knowledge of economic system of their country and other countries which should be understood by the student.

1. The student should see himself/herself as a resource in the community- either as raw material for the schools system which forms the bases of any economy or as resources for the production of goods and services needed by society to improve the standard of living of its people.
2. Economic knowledge will provide an understanding of the interdependency of Nigerian and other countries of the world. As a developing country, the Nigerian economic system is tied firmly to that of developed countries.

Onuoha (2014) gave the following objectives of teaching and learning economic as follows:

1. To help students understand the concepts of economic phenomena and appreciate the fact that all societies face problems but do not solve the same problems in the same manner.
2. To help students get involved and study the economic issues that affect their community, the state, the country and even the international community as a whole.
3. To help students increase their understanding of other economies e.g. The Indian experiences, the Brazilian economy, etc., and be able to apply the appropriate one to their own economy, and even advise government and other stakeholders on the workability or otherwise of such economies to their own system.
4. To help students acquire the ability to solve economic problems analytically, and be able to reason logically along economic lines and understand that the subject matter relates with other subject areas such as Psychology, Politics, Sociology, Anthropology, Geography, History and Law.
5. To develop in students the ability to apply the analytical tools, knowledge and skills acquired to the solution of society’s economics problems.
6. To help students develop their intellect towards capacity building, become economic planners, administrators, or advisers to government, and other stakeholders for the development of the country.
7. To help students acquire the interest, skills, and knowledge to impact economics as a study to future leaders as they go out to their field of call in educational institutions or elsewhere.
8. Develop in students, through the study of economics, a range of transferable skills that will be of value in employment and self-employment.
9. Provide students with the knowledge and skill base, from which they can proceed to  further studies in Economics, related areas, or in inter-disciplinary areas that involve Economics, and
10. Generate in students an appreciation of economic dimensions of wider social and political issues.

Anyaele (2004) listed the important of economics as follows:

1. 1. Human wants: we study economics because; it deals with human beings and the satisfaction of their numerous wants with their limited available resources.
   2. Allocation of scare resources: as a result of the fact that the resources within the limit of human beings are not in abundance, it becomes necessary for us to study economics and decide the alternative uses of these scarce resources in order to satisfy our numerous wants.
   3. Production: we also study economics because, it deals with the fundamental questions of what, where, for whom, and how to produce goods and services in order to satisfy our numerous wants.

• Distribution: after production, economics goes further to study how the goods and services produced are to be distributed. 

• Hoarding: the study of economics enables us to monitor the different activities of hoarders that disturb the smooth distribution of goods and services and how to counteract them.

• Consumption: the study of economics enables us to know the pattern of consumption of goods and services in our society.

• Budget: the study of economics is also important because, the economists, after studying human beings and the economic activities of the country will be in a better position to estimate a country’s total revenue, human wants and project the total expenditure in given year.

• To take part in government: the study of economics prepares us to take active part in the act of governance of our country.

• Logical thinking: the study of economics helps to develop in us an inquisitive well balanced and highly philosophical and logical thinking mind.

• Economic analysis: the study of economics enables us to build up theories and tools of economic analysis.

• Human Behaviour: the study of economics enables us to understand individual differences and why people behave the way they do in their material pursuit.

1. The study of economics theories and laws like elasticity of demand and supply enables agents to maximize profits subject to cost minimization.
2. The study of economics assists individuals to be independent and be practical individuals. This is possible through the application of practical approaches to emerging issues and providing solutions to daily problems. E.g An educational system will stop admission of students or expansion when Average Variable Cost (AVC) equals Marginal Cost (MC) i.e AVC=MC because that is the optimum point at which the cost will be minimum and the output will be maximum.

Problem of Teaching and Learning of Economics

Despite the importance of the subject in the development of an individual and the nation at large, it have been observed that adequate concern that should be given to the subject by teachers, learners, government etc. have not been given. These have contributed to the problems of teaching and learning of economics at different levels. The several problems facing the teaching and learning of economics include but not limited to the following:

1. Subject- matter: It can be said perhaps that any new subject – matter is difficult. Much of the subject- matter appears familiar to students in a superficial manner. Economics, however, deals with abstraction. The course does not lend itself to concrete illustrations and models, as in Physics or in Engineering. Beside this, the subject-matter of economics does not always seem logical to the students. In fact, some economists themselves wonder at the apparent lack of logic in their own field Onuoha (2014).
2. Inappropriate use of teaching methods: It was realized that some teachers were not educationist, as such ignorant of the methods of teaching economics most effectively and efficiently. The lecture technique inherently reduces learning experiences to mere abstraction…the students’ dummy-like sit down attentively and sometimes passively listening to the all-knowing teacher who sincerely expects that towards the end of the lesson, the students should be able to regurgitate the garbage or the grains like programmed computers, Ozioko cited Ugwuanyi, Ejimonye and Ejimonye (2018).
3. Financial difficulties also face not only Economics teacher trainees but the Nigeria Education industries and the entire country. Most Economics teachers trainees are from the pitiable socio-economic background and may find it extremely difficult to satisfy their most needs such as; textbooks, feeding, lack of school fees and sundry school levies  Akabogu (Ohuoha, 2014)
4. Some teachers and students are unprepared for the type of scientific thinking and problem – solving appropriate to economics. The type of thinking appropriate to economics is also appropriate to problem- solving in other areas of life.

According to Akindutire and Ekundayo (2012), globalization is a big challenge to teachers in this present age and for teachers to operate effectively, teachers in this present century need to update themselves on new technologies and methodologies of the advance countries of the world. Most serving Economics teachers and Economics teacher trainees possess little knowledge of innovative teaching techniques. There is every need to incorporate the use of educational communications technology in teaching and learning of economics at all levels of education. Teachers cannot stimulate students’ interest, make the curriculum very meaningful and relevant to learners, guide students to think critically with information and use what they learn to solve problems unless they teachers had significant opportunities to experience these same approaches as University students (Owings, Kaplan and Pirim, 2012).

These above points provide the background why economics should be taught in the school system using educational communications technology in teaching and learning of Economics. Economics teachers at all levels in the 21st Century have the opportunity of using Educational Communication Technology for easy teaching and learning of economics. The Nigerian Educational Research Development Council (2008) emphasized that teachers should implore the use of collaborative, interactive and learner-oriented instructional strategies. Educational Communication Technology is an effective and efficient development technology-driven device every economics teacher is required to use for high productivity in teaching and learning process. Nji and Idika (2018) explained that in economics, the teacher can use Information Communication Technology (ICT) in the preparation of contents and process that will help easy understanding of the subject matter. Jean cited in Nji and Idika (2018) argued that effective use of ICT can support and change teaching and learning of Economics as a subject having its unique structure provides the learner with ways of reasoning and thinking for better living after school.

The need for Educational Communications Technology in teaching and learning of Economics in the 21st Century.

The need for Educational Communication Technology (ECT) cannot be over stressed. The Association for Educational Communication and Technology (AECT) (2016) defined educational communication and technology as “the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources. According to Bonclet (2017) educational communication technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application. Klees (1994) opined that Economists generally use the term “technology” to refer to any way of combining inputs in a production process. In education, processes that make different uses of teachers, textbooks, radio, computers, or peer tutoring are all technologies.

Jorstad (2009) explained that technology in higher education can be double-edge sword, with the potential for transforming learning but sometimes at an unexpectedly high cost. Different perspectives from technology practitioners and stakeholders help us better understand our pursuit of technologies that can transform teaching and learning from passive to active engagement. Adopting targeted technology strategies, to explain or change perceptions through effective communications with constituencies, can help institutions not just grow, but thrive.

Computers, e Tables, and Smart Phones in teaching and learning economics

Ferrarini (2012) explained that a variety of computer-accessed games with educational value in the economics classroom exist. For lower elementary students, Disney offers a 30 programming device at no money cost online. Alice allows young students to create their own online story, play an interactive game, or share a self-produced video on the web. Incentives, opportunity costs, and other elementary economics concepts can be vividly illustrated with use of their program.

Power point games provide online a variety of board games and game show templates that teaches and their students can customize to fit their curriculum. Instructions and videos on how to use them are provided. These games can be used in a variety of fashions in whole class settings or provided to students for independent or small group review. Teachers can ask their students to create the games to use in class for reviews. They also can be linked to a class website for students to use any time to prepare for tests and gain a better understanding of economics in or outside of class. The end result is that any type of game enjoyed by students motivates them to learn economics and inspire their classmate to do the same. Friendly competitions are especially effective in generating overall excitement and enthusiasm in the gaming event, which is rich in economic content.

Numerous Excel spreadsheet templates exist online. For example, a general search on the Internet provides links to spreadsheet that can be used to create things like demand and supply curve, help identify equilibrium price in different scenarios, and analyze the impact of change in market conditions.

Geerling (2011) explained the following tools for the effective teaching and learning of economics as follows:

1. The use of Websites: Available materials to teachers as access to short clips from films, television shows and music. The clips usually include a synopsis, relevant concern and, occasionally, sample questions which can be used in open-ended, student-led assignments.
2. Teaching and learning Economics with YouTube in schools will help showcase in class videos and provide links to economic content provided by other YouTube users.
3. The “Mathematics for Economic; enhancing Teaching and Learning” (METAL) project has a series of short clips which can easily be embedded into any lesson plan.

Glasser (2018) expressed that young people are used to being involved, taking part in an activity and are not satisfied by being merely observers. This makes it particularly challenging to keep students’ attention through conventional teaching methods in which a professor stands in front of the classroom explaining a concept as students rapidly take notes. Using the experimental teaching methods whereby students are taught a given concept through an experiment. This is applied when teaching a concept such as how the market reaches equilibrium; the class is divided into buyers and sellers carrying out real market operations. They see how the market really works and how when they leave the market to the free force of the market, it always goes to equilibrium. This method is particularly useful when teaching freshmen as their attention span is very limited so it, is necessary to get them more involved. The objective behind experimental teaching is to see how practice deviates from or conform the theory. Inverted classroom method whereby in the beginning the teacher asks leading questions on a given subject which starts a class discussion. Through questions and answers they explore the subject entirely; he/she guides them and intervenes when they are struggling with a common problem. But not every teaching method can be applied in any subject.

Benefits of Educational Communications Technology in the Teaching and Learning of Economis are:

1. These tools help students to think like economists.
2.  Explain the intuitive logic of economics.
3.  Apply economic reasoning to comprehend and solve problems in everyday life.
4. Better understand the complexities of human beings.
5. Students of economics at different stages and level can be connected in a single plate form WhatsApp to share information and ideas in different areas of the economics.
6. Economics teachers can use educational communications technology to seek better job within and out their states or country.

National Teachers Institute (2006) states that people generally remember: 10% of what they read, 20% of what they hear, 30% of what they see, and 50% of what they see and hear, 70% of what they say and 90% of what they say as they are doing a thing. It then follows that for learning to be most effective, the learner should be provided with a lot of experience and activities that will involve as many of his/her senses as possible and that is what educational communications technology does.

Conclusion 

Teaching – learning activities do not take place in vacuum. It must be organized in a way that allows attainment of set objectives, evaluation and development. Learning instructions must be dished out with every necessary facility such as suitable learning environment, books, resource persons, teachers, instructional aids, laboratories, libraries and so on. Teaching and learning and learning is a creative endeavor in which teachers are continually shaping and reshaping lessons, events, and the of their students.  The use of educational communications technology in the teaching and learning of economics shall be studied, taught and mastered, help in assimilation and practice of its principles can lead to social transformation in terms of economic growth, political emancipation, socio-cultural purification, environmental consciousness, technological development, agricultural development and formulation of social philosophy or ideology. The list is endless. The nature of economics is part of social science which helps to use rational interaction and behaviors from unique perspectives. This is not only useful to an individual but to the society at large. Bearing in mind that the discipline centre primarily on maximum special interactions. A good interaction with educational communications technology will enhance the individual, firms or the government and society at large.

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Correspondents can be directed to:

Blessing Aladi Okpe

Nasarawa State University, Keffi

blessingokpe3229 @gmail.com