Abstract
The influence of digital technology in society has made ICT literacy a basic requirement needed by all to survive the challenge of living in the 21 st . The education industry is now faced with the challenge of helping learners to acquire this literacy. Coping with this challenge requires breeding teachers’ with high level of proficiency in ICT literacy and competence. This study investigates the readiness of Nigerian Colleges of Education toward breeding social studies teachers with ICT literacy and competence. It is an exploratory conceptual study that is literature-based (document-based qualitative study approach). The study therefore explore literature to find out the benefit of ICT integration in social studies teacher education; the preparedness of Nigerian Colleges of Education for ICT integration; and the implications of the current state of technology integration on social studies objectives. Findings from this study indicated that, Colleges of education in Nigeria are not readily prepared for effective technology integration; much is still needed in terms of infrastructure and manpower development.
Highlights
Advancement in computer and internet technology has over the year’s transformed human society, making the world a global village in the present information age
These knowledge components often described as Information and Communication Technology (ICT)-literacy has become part of the basic labour requirement in knowledge driven societies; and a necessary foundation for higher education and professional development. This development is necessitating a lot of changes in the education industry evolutionary and revolutionary in an attempt to cope with the emerging challenge of ICT integration in education
Findings from this study relating to ICT integration in education reveals that, integrating ICT in education can serve dual purpose
Summary
Advancement in computer and internet technology has over the year’s transformed human society, making the world a global village in the present information age. The findings indicated that, integrating ICT in pedagogical practices by social studies teachers’ and teacher educators in the teaching-learning process can exposed learners to unlimited learning content; and can motivates learners’ active involvement in the exploration of data needed for problem.
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