The Role of New Media in the Teaching and Learning of History in Nigeria's Teacher Education Programmes

This paper examines the role of new media in the teaching and learning of History, with particular focus on teacher education programmes in Nigerian universities. It explores how digital platforms and emerging communication technologies have transformed pedagogical practices and enhanced access to instructional materials. In this study, “new media” refers to internet-based tools and applications that facilitate the creation, dissemination, and exchange of information in interactive ways. The study adopts a qualitative research design, relying on secondary sources of data, including academic literature, policy documents, and relevant online materials. An analytical approach is employed to evaluate the impact of new media on History education, especially in relation to teaching effectiveness, student engagement, and knowledge retention. The paper argues that while new media has significant potential to improve the teaching and learning of History, its effective integration depends on the availability of critical infrastructure and institutional support. These include a stable electricity supply, access to digital devices, functional internet connectivity, and continuous training and retraining of educators. The study concludes that when these conditions are adequately addressed, new media can substantially enhance the delivery of History education and contribute to improved learning outcomes in teacher education programmes.