CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Technology has become an integral part of the instructional process resulting in the development

of new concepts in the logistics of instruction. The use of Information and Communication

Technology (ICT) gadgets and machines has made teaching and learning a bit concrete, real and

more result-oriented. Since the introduction of ICT, there has been a growing concern for the use

of modern technologies. Technology is defined by Wikipedia (2021) as the sum of techniques,

skills, methods and processes used in the production of goods and services or in the

accomplishments of objectives, such as scientific investigation and it can be embedded in

machines to allow for operations without detailed knowledge of their workings. Technology is

ubiquitous, touching almost every part of our lives, our communities, and our homes. Yet most

schools lag far behind when it comes to integrating technology into classroom learning

environment. Many are just beginning to explore the true potentials that technology offers for

teaching and learning. When properly used, technology will help students acquire the skills they

need for survival in a complex, highly technological knowledge-based economy. Thus,

technologies are applied in classroom situation to enhance teaching and learning processes.

Ekpenyong (2014) asserted that the old technologies used in teaching have their origin from Paul

Frefor banking of knowledge. At the period when educators were seen as the custodians and

dispensers of knowledge, whatever, the educators said were right and students must follow

strictly all the dictates of the teachers. Ekpenyong (2014) condemned these old technologies

applied in teaching as it was characterized by fatigue, poor relationship between students and

teachers, low motivation for learning, teacher- centered and low retention of knowledge.
Therefore, a business study educator who has not been trained in the modern technologies cannot

be effective, efficient or able to deliver the knowledge and skills required by the students to

succeed in a new learning environment that is increasingly ICT based. It is in keeping with the

dynamics of social change and the demands on education that the Federal Government of Nigeria

(FRN, 2004) came up with some policy innovations, initiation and changes, one of which was

the introduction of information and communications technology (ICT) into the school system.

Specifically, business education as a component of vocational education programme, prepares

individuals for careers in business and to be an intelligent economic consumer of goods and

services (Ugwoke, 2021). Therefore, for the business education programme to sustain its

relevance in providing the needs of individuals and that of the society, it must embrace current

trends in modern technologies in the academic and economic demands of the society. New

technologies in teaching and learning in business education programmes according to Ezenwafor

(2022) include:

 Using micro-computers with soft-ware applications to write or produce documents,

 Skillful keyboarding,

 E-mail and Messaging,

 Internet browsing using search engines, windows messenger, yahoo chat room and so on.

 Using opaque projectors, slide projectors and multimedia projectors.

 Utilizing e-banking, e-commerce, e-economies, and so on and

 Utilizing different computer software, and applications such as word processors,

spreadsheets, power-point, desktop publishing, and graphics among others.

Other technological devices available for teaching and learning, according to Osuala (2014)

include media typewriter or processor, video tape recorder, sound on paper system, e-commerce,
advanced calculators, dial access system, digital library, individual audio application and audio-

visual retrieval system. Although these technologies are not new in many advanced countries,

they are relatively new in Nigeria. While some of them are already being utilized in some

schools, others are yet to be used in many of Nigeria’s educational institutions.

Modern technologies in business education programme, according to Achugbue (2021) have

posed many challenges to business educators in Nigeria. Achugbue (2021) further opined that

business education in colleges of education would achieve the goals of teaching if such modern

technological teaching hardware like computers, electric typewriters, television sets, projectors,

internet facilities, among others are adequately provided and utilized. Many colleges of higher

institutions do not give adequate priority and attention to the acquisition and utilization of

modem instructional technologies needed for teaching and learning. The dearth of these facilities

makes it difficult to teach and prepare business education students for the use of the modern

technologies now and in future world of educational environments.

However, Stephanie (2018) saw technology integration as focusing on “how” to use technology

to inspire positive changes in teaching methods on an international level. It also enhances the use

of modern instructional mode of teaching and learning in tertiary institutions to meet the

demands of the current trends in academics. Integrating technology into classroom instruction

means more than teaching basic computer skills and software programs in a separate computer

class. Effective technology integration must happen across the curriculum in ways that deepen

and enhance the learning process. In particular, it must support four key components of learning:

active engagement, participation in groups, frequent interaction and feedback, and connection to

real-world experts. Effective technology integration is achieved when the use of technology is

routine and transparent and when technology supports curricula goals. Technology also changes
the way teachers teach, offering educators’ effective ways to reach different types of learners and

assess students’ understanding through multiple means. It also enhances the relationship between

teachers and students. When technology is effectively integrated into subject areas, teachers

become advisers, content experts, and coaches. Technology helps to make teaching and learning

more meaningful and interesting.

1.2 Statement of the Problem

One of the purposes of integrating modern technologies in the school curriculum is to improve

the quality of education and expand access to education. The education sector is expected to be

technologically driven and requires that technological resources are fully available and integrated

in it. Unfortunately, the education sector seems to be lacking the necessary technological

resources needed to bring the education sector in universities in Delta north senatorial district as

par with international standards. Business education programme being a skills development

programme seems to be worst hit by the dearth of requisite technological tools on the one hand

and the skills needed to effect the integration on the other. The challenges faced by business

education programme in production of manpower needed for the wolrd of work, brings the need

for technology to be successfully useful and deliver the learning outcoome expected of it. In

order other to make business education graduates global workers in the society. Hence the need

for the study

1.3 purpos of the Study

The purpose of this study is to investigate the utilization of modern technologies in teaching

business education courses in universities in Delta north senatorial district. Specifically, the

study sought to:

1. ascertain the availability of modern technologies for teaching and learning business education
programmes in universities in Delta north senatorial district.

2. ascertain the challenges of integrating the modern technologies into teaching and learning

business education programmes in universities in Delta north senatorial district.

3. Find out ways of improving the integrating of modern technologies into teaching and learning

business education programmes in universities in Delta north senatorial district

4. 1.4 Research Questions

The following research questions were posed to guide the study:

1. What are the modern technologies available for teaching and learning business education

programmes in universities in Delta north senatorial district?

2. What are the challenges of integrating modern technologies into teaching and learning

business education programmes in universities in Delta north senatorial district?

3. What are the ways of improving the integration of modern technologies into teaching and

learning business education programmes in universities in Delta north senatorial district?

1.5 Hypotheses of the study

The following null hypotheses were formulated to guide the study and tested at 0.05 level of

significance

Ho1: There is no significant difference in the mean responses of experienced and less experienced

business educators on the challenges of integrating modern technologies into teaching and

learning Business Education programmes in universities in Delta north senatorial district.

Ho2: There is no significant difference in the mean responses of experienced and less experienced

business educators on ways of improving the integration of modern technologies into teaching

and learning of Business Education programmes in universities in Delta north senatorial district.

Ho2: There is no significant difference in the mean responses of experienced and less experienced
business educators on the availability of modern technologies for teaching and learning of

Business Education programmes in universities in Delta north senatorial district

1.6 Significance Of The Study

Studies by different authors (Gumede, 2017; Anyanwu, 2014; Nyambane & Nzuki, 2014;

Kozma, 2005) have indicated that integration of technology into education, especially the use of

technology in the teaching and learning activities is one of the effective ways of increasing

educational opportunities. Similarly, the use of technology has become essential and effective in

the workplace and in everyday life of the people (Buabeng-Andoh, 2012), and has the ability to

reinforce the importance of teaching and learning, as well as collaboration between societies, if

efficiently and effectively used. Technology integration has the power to raise the quality of

education and make it relevant to life situations as well as assist learners to understand even the

so-called difficult concepts (Nyambane & Nzuki, 2014; Anyanwu, 2014), and also technology

has the potential to support pedagogy, curricular and assessment reforms (Kozma, 2005), and is a

vital tool to support new approaches to teaching and learning.

Based on the above statements, the study sought to investigate technology integration in

Business Education in universities in Delta north senatorial district. This will assist in identifying

the knowledge that Business Education teachers have in terms of technological pedagogical and

content knowledge (TPACK).

The study is significant in the sense that, as a Business Education educator in universities in

Delta north senatorial district, the study will assist in building strong professional and academic

competence for the researcher while giving him an opportunity to advance his knowledge and

understanding of theory and practice, as well as to engage and contribute to the debates in
pedagogy in secondary education. By researching technology integration in secondary schools,

specifically teaching and learning of Business Education, the study is intended to contribute a

new body of knowledge. It will reveal neglected teaching methods and tools in Business

Education. It will also recommend a model that uses technology that could be used to improve

teaching and learning of Business Education in secondary schools in Nigeria. This study could

be of benefit to professional teachers, curriculum developers and educational leaders.

Based on the above, it is hoped that the study will address the gap on how teachers and learners

should integrate technology in Business Education in particular. This study will also offer

insights into how big and small schools maximise their resources through the use of technology.

1.7 Scope of the study

The study will analyze the utilization of modern technologies in teaching business education

courses in universities in Delta north senatorial district. The study is limited to some selected

business educators from two universities in Delta North senatorial District who participated in

the study.

1.8 Limitation Of The Study

In the course of carrying out this study, the researcher experienced some constraints, which

included time and financial constraints, language barriers, and the attitude of the respondents.

However, the researcher were able to manage these just to ensure the success of this study.

1.9 Definition Of Terms

E-learning: term is used to help describe the various uses of technology for learning, teaching,

training, and wider knowledge management (Rowlands, 2003).

E-learning system: web-based delivery applications that are used to assist in the management

and facilitation of teaching and learning in a course.

technology into the traditional classroom instruction (Theriot, 2004).

Academic Performance: this is used in the study to refers to students’ attitude to competition

for excellent in their attitude toward participating in classroom activities and home work. It also

used to students’ interest in learning.