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Information and Communication Technologies (ICT) Addressing the Challenges of Economics Education: To Be or Not To Be?

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  • Lim Cher Ping

    (Nanyang Technological University)

Abstract

Drawing upon international research studies of ICT in education, this paper identifies and discusses the cognitive opportunities and limitations of ICT in addressing the challenges in learning and teaching introductory economics. It considers the situation of ICT in a learning environment that supports learner autonomy and provides students with access to the economics discipline. Teaching and learning activities have to be planned and organised to ensure continuity between ICT and non-ICT lessons, the employment of ICT and non-ICT tools to provide support for one another, and the interactions between the tools and course participants. It is only then that students in the introductory economics course are likely to think "in an economics way".

Suggested Citation

  • Lim Cher Ping, 2003. "Information and Communication Technologies (ICT) Addressing the Challenges of Economics Education: To Be or Not To Be?," International Review of Economic Education, Economics Network, University of Bristol, vol. 2(1), pages 25-54.
    • Handle: RePEc:che:ireepp:v:2:y:2003:i:1:p:25-54
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    Cited by:

    1. Costas Siriopoulos & Gerasimos Pomonis, 2009. "Selecting Strategies to Foster Economists' Critical Thinking Skills: A Quantile Regression Approach," International Review of Economic Education, Economics Network, University of Bristol, vol. 8(1), pages 106-131.

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