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Availability And Utilization Of Ict In Teaching And Learning Business Education Courses
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CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Teaching
and learning are inseparable concepts with learning playing more of
judgmental role to teaching. It is believed that “unless the child
learns the teacher has not taughtâ€. Though teaching and learning are
intimately linked processes and are interdependent as well as inter
woven, teaching is a social phenomenon, while learning is a
psychological phenomenon. It is teaching which generally results into
learning but there can be learning without teaching. Teachers in the
recent trend of teaching and learning are therefore seen as facilitators
or guide, and I believe this can better be enhanced through utilisation
of ICT facilities.
The nub of teaching learning process lies in the
moment by moment relationship between the willing leaner and the
competent co-teacher. Rao (2008) quoted Burton (2001) who argues that
teaching can be made effective by relating it to learning; teaching
objectives can be identified in behavioural term and appropriate
learning situations may be created to realise these objectives. The
appropriate teaching condition or structures may be generated for
effective learning; the effective teaching aids may be selected for
creating strategies and tactics may be selected to achieve the optimal
object of learning; the concept of relationship of teaching and learning
will be an aid to understand the nature of teaching and thereby,
teaching theories may be evolved. The knowledge of the relationship will
equally be helpful for teaching to produce effective Business Education
teachers.
ICT has been acknowledged globally as one of the greatest
techniques infused into the teaching learning process. It is used in
the context of this research work to imply a diverse set of electronic
technologies, technological tools and resources used to communicate,
disseminate, store and manage information in the course of teaching and
learning. ICT include computers, the internet, broadcasting technologies
and telephony (Adoni and Kpangbam, 2010; Chukwudi and Ejita, 2008). The
impact of ICT on learning is the vision that it enables learning
anywhere, any time and anyhow. ICTs are utlised during academic
activities especially by lecturers and students (Usang, Azubuike and
Umoren, 2007). Anissimov (2009); Bless and Truth (2009) and Bliss
(2009) agrees with this view but further noted that there is variation
in the level of usage of ICT in tertiary institutions among countries.
The
emergence of information and communication technology (ICT) has totally
revolutionalized the way we access, process, store, retrieve and
disseminate within organisation or across the globe according to Miller
and Akume (2009).
Information and communication technology refers to
a systematic process of gathering, processing, storing, sending and
retrieving of information through the print, broadcast, computing and
telecommunications media (Onwuagboke, 2009). Similarly, Achuonye (2002)
sees information and communication technology as the collection,
storage, processing dissemination and use of information. Information
and communication technology has the potential to accelerate, enrich and
deepen skills; motivate and engage students in learning; it also help
in relating school experiences to work practices, helps to create
economic viability for workers; contributes to radical changes in
school; strengthen teaching and provides opportunities for connection
between the school and the world (Kirschner and Woperies, 2003).
Ogunsola
(2005) sees ICT as an electronically based system of information
transmission, reception, processing and retrieval which has drastically
changed the way we think, the way we live and the environment in which
we live. Information and communication technology offer several
opportunities in education, they can be used as a means of preparing the
current generation of students for future workplace, that is, providing
tools for tomorrows practices. This is underscored in the foreword
written by Lemke .C. (1999) in the Milken exchange on education
technology commissioned report. Lemke noted inter alia “ today’s
students live in a global knowledge based age, and they deserve
teachers use of technology (ICTs) students can be given the
opportunities of becoming a part of the knowledge age and skills
imparted to the young people in an increasing complex world.
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ABSRACT - [ Total Page(s): 1 ]The study examines the availability and level of utilization of ICT in teaching and learning of business education courses in Ebonyi State University Abakaliki. The survey design was adopted in the study. A population of 240 respondents was used in the study. A sample of 180 respondents comprising business education students was selected using the simple random sampling technique. The technique of Mean and frequencies were employed in data analysis. The findings of the study indicate interactive ... Continue reading---
