IMPACT OF ICT ON BUSINESS EDUCATION

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IMPACT OF ICT ON BUSINESS EDUCATION

CHAPTER ONE

INTRODUCTION

Background of the Study

Information and Communication Technology (ICT) plays a crucial role in virtually all areas of modern businesses. Not surprisingly, Business Education has been seen as a field of study that would benefit from the application of ICT. The promising of ICT prompted many observers to predict the end of traditional business programs and the demise of long standing arrangements for the supply of business education. Existing providers had to adjust fast or risk being sidelined by whole new cast of players made up of business schools that had successfully reinvented themselves as ‘e-learning providers’ and other institutions drawn from outside the ranks of traditional suppliers but with the capacity to respond more effectively than their established rivals to a changed world (Jarvenpaa and Noam, 1996).

Griffith and Smith (1994) view Information and Communication Technology as a system that involves telecommunication infrastructure that will link homes, schools, business, hospitals and libraries to one another and vast array of electronic information resources.

Information and Communication Technology according Ajagun (2003) refers to a whole range of technologies involved in information processing and electronic communications. It includes all those electronic devices that are used in broadcasting, telecommunication and all other electronically mediated information gathering and communicating systems. Bakpo (2005) viewed Information and Communication Technology (ICT) as the combination of networks, hardware and software as well as the means of communication, collaboration, and engagement that enables the processing management and exchange of data and information.

Achieving a wide range and successful implementation of ICT in teaching and learning of business education requires better matching the distinctive capabilities of ICT-enabled education to the needs of students and their future employers. However, the integration of information and communication technology into business education is by no means trivial, and it is not simply a matter of providing computer access and training to faculty and students but involves deep changes into both course design and delivery (Alavi, and Yoo, 2002).

Business educators prepare their students not only to ‘do’ but to know under what circumstances and in what way the knowledge they have acquired should be applied, that is effective application of knowledge gained from business education to the real world of business (Brown, 2005).

Information and Communication Technologies is now widely utilized in teaching and learning of business education but where it is deployed, it has tended to supplement rather than displace traditional approaches to teaching and learning Alozie (2005). According to Onwuka (1985) teaching is a process of making impression on passive students, hammering in the facts. The preoccupation of teachers involved in this method is to handover to the students whatever the teachers themselves received from others. Teaching is an attempt to bring about desirable changes in learner behaviour and reflects the expected behaviour needed in improving on the learner and the society where he lives. Teaching is sometimes instructing, explaining or telling (Olaitan and Agusiobo,1999). On the other hand, Learning is defined as a relatively permanent change in behaviour that occurs as a result of experience. Learning is a change in human disposition and capability which persist over a period of time, which is not simply ascribed to a process of growth (Gagne, 1970). The impact of ICT on the teaching and learning process seems to be more important and requires more than looking only to curricula. Information and Communication Technology driven change in business education has been piecemeal and very uneven in its impact; change has been characterized not by revolution but by gradualism (Mogbo, 2002).

The problem of value creation in ICT-enabled business education is an intriguing one. Few students engage in business studies for its own sake, they study in order to gain employment on terms more favourable than if they had not undertaken such a course of action (Pfeffer & Fong, 2004). The pedagogical capabilities of ICT have been neglected in business education. Although the importance of pedagogy has been recognized since the dawn of the ICT era attention has typically been focused on the novelty of ICT rather than its capacity to create value (Nwokedi, 2007).

Despite this awareness of the capabilities of ICT, the effect of these new information communication technologies in the field of business education is yet to be explored. Hence, a fundamental motivation of this research was to provide a conceptual framework of the impact of ICT in teaching and learning of business education programme in tertiary institutions in Delta State.

Statement of the Problems

Business education lecturers/teachers are expected to integrate information and communication technology in the teaching and learning process, they ought to use technology so that it supports instruction and enables learners to use technology as an important tool to meet their information and learning needs but this expectation has not be met among the tertiary institutions where business education is taught in Delta State. Is it that the teachers cannot make use of ICT to teach during teaching and learning process of business education courses? Or they are not competent enough of using ICT during teaching and learning of business education courses? Probably the greatest barrier to technology use, however, is simply lack of teacher time – time to attend training or workshops, to experiment with machines and explore software, to talk to other teachers about what works and what doesn’t, and to plan lessons using new materials or methods (Okonta, 2008). Has business education curriculum fully embraced the use of these new materials or methods in teaching and learning of Business Education courses? Are the ICT resources available for use by the teachers in teaching and learning of business education courses?

However, it is uncertain whether the tertiary institutions in Delta State of Nigeria are utilizing ICT effectively to enhance teaching and learning ability of Business Education Students. The graduate students being unproductive or without technological skills create a serious problem, hence the impact of information and communication technology (ICT) in teaching and learning of business education programme has been examined in this study.

Purpose of the Study

The purpose of the study was to determine the impact of information and communication technology (ICT) in teaching and learning of business education programme in tertiary institutions in Delta State.

Specifically, the study sought to determine:

the extent ICT is utilized in teaching and learning of business education courses.
the extent of ICT resources are available for teaching and learning business education courses.

the perceived benefits of utilizing information and communication technology (ICT) in teaching and teaching of business education programme.

the challenges posed by ICT in teaching and learning business education programme.

Significance of the Study

The findings of this study would be based on the impact of information and communication technology (ICT) in teaching and learning of business education programme which would be of immense benefits to the following group of persons; curriculum planners, business educators, students, industry and parents.

The findings would be useful to curriculum planners. Curriculum planners who would wish to resolve the issue of ICT availability and utilization may have cause to know the true situation and properly restructure Business Education Programme curriculum to take care of the inadequacies. Curriculum planners would be more objective when the findings are talking into consideration.

The findings of this study would create the expected awareness among Business Education teachers, supervisors and all others involved in the implementation of Business Education Curriculum. If teachers implement the curriculum properly, the objectives of the subjects will be achieved. The teachers would be in a better position to help students acquire a sound knowledge and reduce the difficulties in practicing the ICT skills. The findings of this study will also help business educators to be more effective in their service delivery for their students. It would enable them to know the usefulness of ICT in teaching and learning process

The findings of this research work would enable students of business education to know the positive impact of ICT on their learnability.

The findings of this study would make the industries to know the relationship between what is learnt in the classroom and the real world of work. It would build confidence on the employers of labour as they get to know the viability of using ICT in business education programme.

Parents are no exempted because they are concern about their children performance in school. They are mindful of what their children actually learn in school. The findings will therefore stand as conviction to their actual expectation of their children achievement.

Research Questions

The following research questions were formulated for this study:

To what extent is information and communication technology (ICT) utilized in teaching and learning of business education courses?
What are the information and communication technology (ICT) resources available for teaching and learning of business education courses?

What are the perceived benefits of utilizing information and communication technology (ICT) in teaching and teaching of business education programme?

What are the challenges posed by ICT in teaching and learning of business education programme?

Delimitation/Scope of the Study

This study focused on the impact of Information and Communication Technology (ICT) in teaching and learning of Business Education Programme in Tertiary Institutions in Delta State. The study was restricted to higher institutions where business education is offered in Delta State.

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