The study delved into the inherent influence, issues, problems and prospects of using information and communication technology tools in Social Studies instruction. It is a multistage study which employed both the descriptive survey and experimental designs to collect data. A total of two hundred and seventy five (275) student respondents and thirty teachers were randomly selected from five different schools. Achievement tests were conducted to test the performance of learners exposed through traditional approach of learning and ICT tools for teaching Social Studies concepts. Questionnaires were equally administered to determine the ICT literacy skills of teachers. The collected data was analyzed using the chi-square, t-test and Pearson Product Moment Correlation statistic formulae. Findings from the study revealed that the problems associated with the use of ICT in teaching Social Studies was as a result of inadequate provision of ICT materials and that most of the Social Studies teachers were not specialists in Social Studies but were in line with the main stream in introduction of ICT into the teaching routine. On the basis of the findings from the study, it was suggested among others that constant training and re-training programmes particularly on application of ICT in teaching social studies (and other various subjects inclusive) should be organized for teachers to keep them abreast of needed skills; that government should assist in equipping the available ICT centers used by schools; to improve on the existing infrastructure as well as employing more specialists in Social Studies who are ICT literate to handle the subject in the schools.