The social sciences comprehend numerous considerations of society and embody a large variety of content drawn from the disciplines of history, geography, politics, economics, and sociology. Social science may be a class of educational disciplines involved with society and therefore the relationships among people inside a society. Social studies demand the inclusion of all students - addressing cultural, linguistic, and learning diversity that has similarities and variations supported race, ethnicity, language, religion, gender, sexual orientation, exceptional learning wants, and different educationally and in-person important characteristics of learners. It's a rising subject at this time context therefore there's essential to check on new trends and concepts in social sciences. This study aims to explore the idea of recent trends and concepts of social sciences. This study relies on a review of books, journal articles, and on-line on-the-market secondary sources. This text works as a stepping stone for additional analysis during this field.
The internet and other digital technologies, which provide students access to a prosperity of knowledge and allow them to explore their interests and learn at their own pace, will enable them to do both. The teaching and learning process has grown more effective and meaningful due to ICT's ability to support self-paced learning through various instruments, including assignments, computers, and other devices. Examining the digital divide between economics class 12 students in public and private schools based on access is the main objective of this study. This study used a cross-sectional quantitative survey as its sole data collection method. The researcher used a simple random selection procedure to select 125 respondents from the population as a sample. This study found that private school students have better access than community schools in terms of material access to ICT in school. By giving ICT access in the classroom and persuading parents that it is a fundamental necessity, schools (public and private) can develop highly ICT smartness students in Nepalese.
The digital divide in schools in developing countries is becoming increasingly evident as information communication and technology (ICT) has entered the educational system. However, access to ICT infrastructure alone does not guarantee that a person would be motivated to use it. The unequal access to digital technology is a digital divide. In Nepal, the COVID-19 pandemic caused limited access to ICT among low-income families and rural populations. This research aimed to inquire into the motivational access-based digital divide among12 students in economics in Kathmandu Valley. The research problem of this study was: what are the ICT access levels for Class 12 economics students in Kathmandu Valley regarding motivational access? The researcher utilized a descriptive study design under quantitative methodology for the study. Closed structured questionnaires were used to collect primary data. Descriptive analysis is included in the analysis of data. It is used to calculate the percentage, frequency, mean, and standard deviation to assess the motivational access level of students through the Likert-scale data. The study's findings demonstrated a digital divide among students regarding motivational access. There is no distinct difference between the students regarding school type (private and community).The digital divide between gender, rural and urban origin, ethnicity, and parents ‘employment conditions is evident. This study implies that parents and concerned authorities should provide favorable environments to increase motivational access to ICT, which reduces the digital divide in terms of motivational access.
This paper examines an effective integration of information and communication technology (ICT) in pedagogy in an educational setting. Presently, teaching-learning activities in higher education are becoming more complex and challenging. Therefore, knowledge of the content alone is insufficient to teach social sciences in higher education specified by the curriculum. The knowledge and skills of modern information and communication technology have become equally essential for a skilled teacher to have effective teaching and learning. This study aims to analyze teachers' perceptions of the importance of ICT integration in pedagogy at higher levels of education. Thus, this paper focuses on integrating information and communication technology in pedagogy. It is integral to education in many developing countries, including Nepal. The connotations of information and communication technology have been used variously in teaching. All the electronic materials including computer technology used in teaching-learning activities are considered information and communication technology (ICT). A systematic review of literature on 'Importance of ICT in education and 'Teacher's perception on the integration of ICT in pedagogy' with the theoretical base of content knowledge (CK), pedagogical knowledge (PK), and pedagogical and content knowledge (PCK) with ICT are the main bases of this study. Information was collected from the review of 14 articles published from 2013-2020 in English, which covers teachers' views and perceptions on integrating ICT in pedagogy. The findings indicate that teachers can inevitably use ICT to deliver content effectively and fulfil students' 21st-century ICT needs by integrating pedagogical content knowledge with ICT.
ICT is considered a better tool for improving the quality of education. It is an effective network to develop the whole nation through the development of education. This study explored the Use of Information and Communication Technology in teaching-leaning economics classrooms at the university level. The study focused on the Mahendra Ratna Campus of Tribhuvan University. It had two objectives, i.e., to explore the teachers' perception regarding the use of ICT in an economics classroom and to examine the challenges that economics teachers face in using ICT tools in the economics classroom. With a focus on qualitative research, the study used a phenomenological design with five purposively chosen participants from Mahendra Ratna Campus, Tahachal. The researcher's experiences and the experiences of others have to be included in the study's philosophical framework. This inquiry used the Heideggerian phenomenological research design. This study found the keen interest of economics teachers in using ICT in their classrooms. Teachers are considering ICT as a current context needs in education. However, teachers think of ICT as an emerging tool for teaching-learning and have faced many challenges in the classroom to use it.
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