13 ENHANCEMENT AND GLOBALIZATION OF SOCIAL STUDIES EDUCATION THROUGH THE USE OF EDUCATIONAL TECHNOLOGY AND ICT IN

Abstract

This paper examines globalization and educational technology for quality enhancement, through the use of ICT in social studies education in Nigeria. It views the impact of educational technology in the teaching and learning of Social Studies, on students’ achievement and performance in social studies education in Nigeria. It delves into some of the challenges facing the adoption of educational technology in the teaching and learning of Social Studies. It critically examines “the role of Socials Studies for quality enhancement through application of ICT in Socials Studies Education.” The paper concluded that through Social Studies education high level of integrity must be demonstrated in the discharge of duties, while the culture of quality must be built into the educational system. According to Materu (2007), tertiary education is central to economic and political development. It recommends among others that ICT facilities should be made available and accessible in our higher institutions for training and re-training of teachers and students, so as to make them computer literate.

Keywords: Globalization, Educational Technology and Quality Enhancement

Introduction

Globalization is a complex and multifaceted concept that has generated controversy from its meaning, its time line, its future as well as whether it is serving the interest of all or it is benefiting just a few countries or individuals in the world. This is due to the fact that it cuts across almost all disciplines each of the disciplines proffers varying definitions and interpretations of the concept. (Acosta and Gonzalez, 2010).

Iyayi (2004) posits that globalization “has been used rather loosely to stand for a variety of things; the shrinking of the world into a global village, the awesome changes brought about or mandated by the revolution in information technology, the collapse of boundaries between different worlds, expanding connectivity of all forms of interaction.

The Association of Educational Communication and Technology (AECT) defines educational technology as “the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources” (Januszewski and Molenda, 2008). Educational Technology can be used by all educators who want to incorporate technology in their teaching (Jaflah, 2012).

Social studies education has continued to undergo various reforms designed to meet up with current global demands. These demands include those of industry, public service and self actualization. Two major global issues, which are of interest to social studies graduates of tertiary institutions in Nigeria are educational technology and quality enhancement in teaching and learning process of social studies and other disciplines. These are among the challenges facing Nigerian education especially in the realm of globalization that demands some innovation in order to meet up with a dynamic world system. Social studies education in a globalized contemporary Nigerian society has changed in some cases, from the use of non-electronic media such as textbooks, charts, pictures, diagrams, chalkboard, to the use of electronic media such as radio, motion picture films, projectors, to enhance the teaching and learning process, in the tertiary institutions.

In Nigeria, there has been some concern what the quality of higher education and standards of teaching and learning. The basis of this concern is the fact that the old value of handwork, diligence and excellence have disappeared and nowadays, exam malpractice, poor attitude to work and poor policy implementation rank high in our schools. It also heightened the issues of crime and generated high sense of various forms of insecurity. It was the desire for quality in the educational system in higher institutions as earlier mentioned, that made the Federal Government of Nigeria to established the National Universities Commission (NUC). The NUC is to ensure that quality and standards are maintained in all universities across the country (Onu, 2010).

 

Clarification of Terms

Globalization: Shenkar and Luo (2004) refer to globalization as “the growing economic interdependencies of countries worldwide through the increasing volume and variety of cross-border transactions in goods and services and of international capital flows as well as through the rapid widespread diffusion of technology and information. Globalization involves economic integration, the transfer of policies across borders, the transformation of knowledge, cultural stability, the reproduction relations and discourses of power; it is a global process, a concept, a revolution and an establishment of the global market free from socio-political control (Jaja, 2010).

Educational Technology: Educational technology according to Abimbode (1997), are hardware and software including television, radio, electronic classroom, instructional devices, skill and motion pictures, projectors, computer-assisted or managed instructional equipment and materials, communications, and other equipment and materials necessary to assist in the process of learning. The purpose of educational technology is to facilitate learning and improve performance. By so doing learning and performance become the bed-rock of the study of educational technology.

Quality Enhancement: Quality enhancement means increase in quality, but when applied to the teaching and learning of Social Studies it signifies an increase in the quality and standard of teaching and learning of Social Studies in tertiary institutions in Nigeria. Quality in higher education is a multidimensional concept which should embrace such activities as teaching and academic programmes, research and scholarship, staffing, students, facilities and academic environment (Van, Gunkel and Rodrigues Doris, 2007).

The Impact of Educational Technology in the Teaching and Learning of Social Studies

Educational technology is considered as the implementation of appropriate tools, techniques or processes that facilitate the application of senses, memory and cognition to enhance teaching practice and improve learning outcome of students in Social Studies (Hap Aziz, 2010). Educational technology improve interactions between students and their instructors in Social Studies teaching and learning process. Students can learn more in less time with technology-based instruction and end up liking classes more because learning is more practically oriented. Students learn more when they see what they are being taught. In addition it enables students develop more positive attitudes and concentrate more in learning Educational technology in the teaching and learning of Social Studies enables students to recall what they have been taught in time, because they have the practical knowledge of what they have been taught; in the class (An, Y. J., Reigeluth, C., 2011).

Most educators agree that educational technology can help teachers and students in tertiary institutions, to achieve efficiency, collaboration, communication, virtual experiences an so much more. However, cost, culture and other educational and environmental factors are among the reasons for not adopting educational technology by many educational institutions (Jaflah A., 2012).

Finally, educationally technology helps students in Social Studies to use multi-media to address all learning styles, provide more efficient interactivity between them and their teachers. It also enables the students to have well centered activities. On the part of the teachers, technology helps them in organization and efficiency in doing paperless work. It makes teaching to be more practically oriented.

The Impact of Educational Technology on Social Studies Students’ Achievement and Performance

Globalization has brought about the use of educational technology in the teaching and learning of Social Studies in tertiary institutions in Nigeria. Technology is seen by many as essential tool for improving Social Studies learning outcome because it encourages students’ participation in the teaching and learning process. A research conducted by Kent State University’s Bureau of Research Training and Services to examine growth in students’ knowledge indicated that those students who used technology scored higher than those students who did not use it. In addition, the difference in means scores between the two groups grew over time, further suggesting that technology has a positive impact on students’ learning in Social Studies, in tertiary institutions in Nigeria; and other parts of the world (Kent State university, 2005).

Educational technology has demonstrated a significant positive effect on achievement. Positive outcomes have been found in all major subject areas in higher institutions (Ellen R. B., Joy S. K., 1996). The use of technology as a learning tool could make a measurable positive difference in Social Studies students’ achievement, attitudes and interaction with teachers and other students (E. R. Bialo, 1990).

Challenges in the Adoption of Educational Technology in Teaching and Learning of Social Studies

Most tertiary institutions in Africa in general and Nigeria in particular are not to embrace the idea of employing educational technology in the teaching and learning processes. They barely register on world institutional rankings and produce a tiny percentage of world research output (UNESCO, 2009). Educational technology is still not being applied sufficiently in Social Studies and other disciplines, mostly for the following reasons:

• Lack of school equipment: There is serious lack of school equipment, necessary resources and qualified teachers for the implementation of these technologies (Lazar Stosic, 2015)
• Lack of interest: Some teachers in Nigerian higher institutions are showing unwillingness to accept the new technology for educational advancement. They feel satisfied with the age long method of instruction (the traditional method) (Okwuedei C. A., 2011).
• Cost: The cost of integrating educational technologies in teaching and learning can be very expensive. The high cost of the ICT equipment and facilities discourage the schools from trying to enhance educational technology. Some Nigerian tertiary institutions cannot afford to put in place those ICT facilities due to prohibitive cost. However, in some cases, some tertiary institutions do afford them, while others do not see the need to invest such huge amount of money in educational technology just to improve teaching and learning. Thus, inadequate funding becomes the bane of our educational technological development in this regard. Without adequate funding, curriculum innovation in the model currently being discussed will be a mirage (Okwuedei C. A., 2011).
• Unavailability and inaccessibility of ICT facilities: Many teachers do not have access to ICT facilities in Nigerian tertiary institutions because they are not available in expected quantity or not even in existence at all. Lack of access to ICT resources like computers and internet can seriously impede what teachers can do in the classroom, as regard implementation of its program (Okwuedei C. A., 2011).
• Lack of adequate power supply: Power supply can also be a challenge due to the instability of power supply in Nigeria to power ICT equipments. It is common to discover that most organizations in Nigeria rely on a diesel generators for power supply. Not all tertiary institutions can afford to buy generators, talk less of buying the diesel to power their generators.
• Computer literacy: Lack of adequate computer literacy by students and teachers is also one of the challenges in using educational technology. Some teachers lack adequate skills to use computer and internet. The challenges will make it difficult for the teachers in integrating educational technology in their teaching of Social Studies in tertiary institutions in Nigeria.
• Ethnicity and Godfatherism: Ethnicity and Godfatherism on the part of management is also one of the major problems facing the adoption of ICT in Social Studies education. Management in most tertiary institutions send staff for in house ICT training based on the factor mentioned above.

The Role of Social Studies for Quality Enhancement through Application of ICT in Social Studies Education

Adaregbe (1980) sees Social Studies as an interdisciplinary field of study, and problem solving discipline. Social Studies as a corrective course help to correct the ills of the society and also the deficiencies of our educational system which is ill-equipped to cope with the demands of social harmony, national unity and national consciousness. Social Studies education help to instill the kind of knowledge, skills, belief, attitudes and values which the Nigerian child should possess. Graduates of Social Studies from the tertiary institutions are the ones to teach the young Nigerians these tenets.

There is the need to employ the use of information and communication technology in Social Studies education, especially in tertiary institutions in Nigeria. Presently, in our contemporary society there is an unprecedented wave of globalization propelled by the use of ICT. Therefore it is important that Nigerians consider tertiary education system in the international context of computer, software, networks, satellite links and related systems that allow people to access, analyze, create, exchange and use data, information and knowledge. These should be used in Social Studies education in the Nigerian tertiary institutions. Social Studies education which is designed as instrument for effecting integrated development and nation building must incorporate ICT into its curriculum. This will go a long way in ensuring the quality of its products as well as achieving the objectives for its introduction into the school system, under the New Partnership for African Develop (NEPAD).

Conclusion

Through Social Studies education, high level of integrity can be displayed by the people in the discharge of their duties. The culture of quality must be built on technology, and for a tertiary institution, this will help to produce graduates who have the digital requirements for the saturated labour market. According to Materu (2007), tertiary education is central to economic and political development and vital to competitiveness in an increasingly globalizing knowledge society.

International challenges must be addressed in the institutions whereby staff and students must be ICT compliant so as to fit into the global digital process. This will open up access; increase our competitive abilities and better graduates from the institutions.

Social Studies education is one of the vehicles for achieving the above objectives. Our higher institutions can contribute to national development through high level relevant manpower training to develop and inculcate proper values for the survival of the individuals and the society.

Recommendations

• Lecturers and Social studies students should develop competence to make personal use of ICT, competency to master a range of educational paradigms that make use of ICT, sufficient competency to make use of ICT as mind tools, competency to make use of ICT as a tool for teaching as well as competency in understanding the policy dimension of the use of ICT for teaching and learning.
• Social Studies department in the institutions of higher learning in Nigeria should take deliberate steps to enforce the use of new technologies in teaching and learning analogue lecturers do not have much to offer. Lecturers should not rely on old notes. Dictating of notes should be de-emphasized and internet facilities should be made available and accessible to students at affordable rates, if not free.
• ICT facilities should be made available and accessible in our higher institutions for training and re-training of teachers and students so as to make them computer literate.
• Management of higher institutions should avoid the use of ethnicity and Godfatherism in the training and re-training of Social Studies teachers.
• There should be proper accreditation of all Social Studies programmes offered in Nigerian tertiary institutions to ensure quality.

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