Utilization of Digital Technology in Teaching Business Education Courses in Colleges of Education in Delta State

Utilization of Digital Technology in Teaching Business Education Courses in Colleges of Education in Delta State

ABSTRACT

          The study was carried out to ascertain influence of industrial training scheme on skills acquisition of Office Technology and Management students in Colleges of Education in Delta State. Three (3) research questions guided the study. A review of related literature was done based on the research questions raised and variables in the study. The total population of the study was ninety-three (93) Business Educators from the three Colleges of Education in Delta State, namely: Federal College of Education (Technical), Asaba (73); College of Education, Warri (16) and College of Education, Mosogar (5). Due to the manageable size of the population, all the 93 Business Educators from the 3 Colleges of Education in Delta State were used for the study.  The instrument used for data collection was a structured questionnaire, tiled: Influence of Utilization of Digital Technology in Teaching Business Education Courses in Colleges of Education in Delta State.” The instrument was validated by two lecturers; one in School of Secondary Education (Business) and the other in Educational Measurement and Evaluation, Federal College of Education (Technical) Asaba. The corrections and suggestions made by the experts resulted in the final copies of the instrument by the approval of the project supervisor. The validated questionnaire was subjected to reliability test. Ten copies of the validated questionnaire were administered on ten (10) Business Educators in Federal College of Education Umunze, Anambra State, using split-half method. Data collected were analyzed using Pearson Moment Correlation Coefficient to ascertain the level of correlation which a correlation coefficient of 0.67, indicating that the instrument is reliable. Ninety-four (94) copies of the validated questionnaire were administered on the respondents personally by the researcher with the help of two research assistants and 93 were retrieved and analyzed. The data collected was analyzed using frequency count and mean statistics. The decision rule is such that any mean score of 2.50 and above were regarded agreed and mean scores less than 2.50 were deemed as disagreed. Findings of the study revealed that digital technologies are rarely available for teaching Business Education Courses, multimedia projectors are to a low extent utilized for teaching Business Education Courses, interactive whiteboard is rarely utilized for teaching Business Education courses and web-based digital technology is rarely utilized for teaching Business Education Courses. It was recommended among others that government should ensure that digital technologies are made available for teaching Business Education courses in Colleges of Education in Delta State.

CHAPTER ONE

INTRODUCTION

Background to the Study

The advent of the digital communication technology in the academic field had marked a significant impact on the higher education. The transition from traditional modes of learning to the modern means of virtual learning had taken place in developed countries at a higher pace, but some educational institutions in Nigeria follow the technological advancements in a snail’s pace.  According to Schipper (2020), as technology becomes a daily part of life in the developed and developing world, so too has it become a part of the educational environment. The rapid development and adoption of technology worldwide has led to a movement to integrate many of these tools into the classroom. School systems especially tertiary institutions worldwide are purchasing technologies to be integrated in their classrooms. The use of technology in the classroom has grown as communities accept the technologies in their day to day lives. Tingen, Philbeck, and Holcomb (2019) observed that, to prepare students especially business education students for their lives after high school, there is growing need for training of business education students with the use of technologies.

Business Education is a programme of study that teaches the learners necessary skills, knowledge, attitude and competencies needed for employment, advancement on a job and self-reliance (Otum, 2018). It is one of the courses in tertiary institutions that give students opportunity to acquire relevant skills for self-development. The course provides occupational skills for its recipients in business or office related occupations either as employees or self-employed. Obi and Mary (2018) noted that in order to realize fully the potential contributions of Business Education towards imparting office skill acquisition for sustainable human capital development, emphasis must be placed on the broad goals of utilizing digital technologies in teaching and learning of business education courses in tertiary institutions. Teaching and learning business education courses without modern technology is nowadays impossible, not only because technology is part of our everyday life, but also because it can improve learning and students’ skills acquisition, if used effectively. Obi and Mary (2018) also pointed out that, in many tertiary institutions in Nigeria, Business Educators seem to persistently using textbooks and obsolete equipment in teaching students which does not equip students with skills that will prepare them to be effective in the work place. Such system of education is contrary to the very principle of business education. Hence, the need to utilize digital technologies that could foster students the acquisition of skills and prepare them to be effective in the work place after graduation.

The term utilization refers to the degree of usage of a given material in the execution of a given task (Uzuegbu, Mbadiwe & Anulobi, 2018). In the context of this study, utilization refers to the extent to which an instructional technology in Business Education is put into use by Business Education lecturers in teaching and learning in tertiary institutions. Utilization is the ability to employ appropriate resources or tools expertly and at the right time in order to attain goal or an objective. According to (Kurt, 2019), instructional technologies are those hardware and software used in classroom for the purpose of instructional process that help to provide exciting learning to the learner, and make the teacher to have creative way of making his work easier. Instructional technologies are those devices used to support teaching and learning (Seymoureducate, 2018). According to Costley (2019), it gives students opportunities to collaborate with their peers resulting in learning from each other.

Digital technology on the other hand refers to electronic tools, devices, and systems that process, transmit and store data in binary form (Justin, 2019). Unlike analog technology, which carries data in wavelength signals, digital technology encodes data as true or false, on or off.  The term digital technology encompasses all the systems and devices that encode and use the binary number system to represent data. These devices range from digital watches and televisions to cutting-edge robotics and artificial intelligence. Digital technology has changed how we learn, communicate, work, and much more. Digital technology is a broad concept that involves the use of technological devices, hardware and software systems that generate, store and process data (Robert, 2020). According to Wikipedia (2021), Digital Technology refer to the Application of digital electronics, Any significant piece of knowledge from information technology. Digital technology has taken all over the world with the rapid establishment of different businesses, through technological advancement, examples are flutter wave, jumia, etc. when there are available businesses there will be jobs for the teeming youths in the country

Otium (2018) noted that teaching and learning with digital technologies in the classroom provide students with a wide range of knowledge office skills for employment after graduation. According to Kurt (2019), digital technologies used in teaching and learning of Business Education programmes includes: multimedia projectors, Interactive Whiteboard (IWB), web based  digital versatile disc rewritable disc (DVD-RW), and opaque projectors as well  as computers, various software applications, digital camera, scanners, photocopying machines, printers, the internet, audio/video conferencing and artificial intelligent (AI) (which is a group of related technologies that attempt to develop machines to emulate human-like qualities, such as learning, reasoning, communicating, seeing and hearing). According to Yelland (2018) the advancement of technology in this 21st century have made digital technology such as interactive white board, multimedia projector and web based instructional technologies an invaluable tool for teaching. Hence, the study seeks to examine utilization of digital technology in teaching Business Education Courses in Colleges of Education in Delta State.

Statement of the Problem

The use of digital technologies in education is growing at a rapid rate with the assumption that this equipment will help students be more successful and ready for modern society after graduation. Again, this era of technology-based economy, it is expected that Business Education students be taught with digital technologies in order to equip students with knowledge and ICT skills that will enable them compete globally with their counterparts. Scholars such as Fagbamiye (2020) noted that students who learn in a technology rich environment experience positive effects on their skills acquisition especially in office skills. In the same line of though, Becta in Eze and Ajah (2019) pointed out that digitaltechnology when utilized in teaching and learning enhance student’s skills acquisition.

However, despite the importance of utilization of digital technologies in teaching and learning, the level of utilization in business education programme in Colleges of Education in Delta State is rather unknown. This is so because research on this area is either scanty or non-existent. It is based on this aforementioned that this study is carried out to examine the utilization of digital technology in teaching Business Education Courses in Colleges of Education in Delta State.

Purpose of the Study

The main purpose of this study is to examine the utilization of digital technology in teaching Business Education Courses in Colleges of Education in Delta State. Specifically, hence the study seeks to:

1. Identify the digital technologies available for teaching Business Education courses in in Colleges of Education in Delta State.
2. ascertain the extent of utilization of multimedia projectors for teaching Business Education courses in in Colleges of Education in Delta State.
3. determine the extent of the utilization of interactive whiteboard for teaching Business Education courses in in Colleges of Education in Delta State.
4. examine the extent of the utilization of web-based digital technology for teaching Business Education courses in in Colleges of Education in Delta State.

Research Questions

The following questions were raised to guide the study:

1. What are the digital technologies available for teaching Business education courses in in Colleges of Education in Delta State?
2. What is the extent of utilization of multimedia projectors for teaching Business Education courses in in Colleges of Education in Delta State?
3. What is the extent of the utilization of interactive whiteboard for teaching Business Education courses in in Colleges of Education in Delta State?
4. What is the extent of the utilization of web-based digital technology for teaching Business Education courses in in Colleges of Education in Delta State?

Significance of the Study

The study could be beneficial to students, Business Educators, College managements, Researchers and the Field of Business Education.

For Business Education students, the study could enables them to access a vast array of real-world resources such as case studies, industry reports, and current news, which can provide practical insights into business education topics. The study could enable students to gain the knowledge on how to use online platforms and tools facilitate better communication between them and instructors, enabling timely feedback and collaboration among peers. Business students need to be proficient with digital tools and technologies as they are crucial in today’s workplace. Using technology in education prepares them for the digital demands of their future careers. The study could provide valuable insights into the effectiveness of digital tools, teaching methods, and their impact on student learning, which can inform future educational practices. Such a study could shed light on potential challenges, such as the digital divide, issues related to digital literacy, and the need for adequate technological infrastructure and support.

For Business Educators, the study could help them to use various digital tools and resources to create interactive lessons, multimedia content, simulations, and online assessments, making the learning process more engaging and effective. Digital tools could collect and analyze data on student performance and engagement. Business educators could use this data to tailor instruction to individual student needs, track progress, and make data-driven decisions to improve their courses. By incorporating technology into the curriculum, business educators could better prepare students for the demands of the modern workplace, where digital literacy and the ability to adapt to new technologies are crucial. Research in this area can also inform business educators about the most effective ways to integrate technology into their teaching, leading to continuous professional development. A study in this area could shed light on the challenges and ethical considerations related to the use of technology in education, such as issues of data privacy, digital equity, and potential drawbacks of overreliance on technology.

For College Management, Findings from the study could have policy implications for educational institutions and government bodies. For instance, they could inform decisions on resource allocation, infrastructure development, and digital literacy initiatives. The study could enable them understand that introducing digital technology in teaching could provide innovative and interactive ways of delivering course content. This could lead to more engaging and effective teaching, improving the learning experience for students. College managements through the findings of this study could ensure that their institutions provide students and faculty with access to a wide array of digital resources. The utilization of digital technology can generate data on student performance and engagement. College managements could use this data to identify areas for improvement and make data-driven decisions to enhance the quality of education. The business world is constantly evolving due to technological advancements. A study in this area could help college managements adapt their curricula to include the latest trends and technologies, ensuring that graduates are well-prepared for the job market. By aligning their programs with the digital demands of the business sector, colleges could play a vital role in workforce development. They could produce graduates who are not only well-versed in traditional business principles but also proficient in using digital tools and platforms. This study can help college managements assess the impact of digital technology on teaching and learning outcomes. This information can guide future investments and strategies.

For Researchers, such a study can shed light on how digital technology is being integrated into the teaching of Business Education courses, revealing innovative pedagogical methods and approaches. This could be of great interest to researchers who are focused on improving teaching and learning practices. Researchers could assess the effectiveness of digital technology in enhancing the learning outcomes in Business Education. They could explore whether these tools help students grasp complex business concepts, develop critical thinking skills, and apply knowledge in real-world scenarios. Understanding how digital technology is used in teaching could also provide insights into student engagement and motivation. Researchers can investigate whether these tools make learning more interactive and engaging for students, which could impact their overall educational experience. Exploring the challenges and barriers associated with the integration of digital technology is vital. Researchers could identify common obstacles faced by educators and institutions and propose solutions to improve the adoption of these tools.  Educational researchers could study the professional development needs of educators using digital technology in Business Education. They can determine what training and support are necessary for teachers to effectively use these tools.

And finally, for the Field of Business Education, the study could contribute to ongoing research and innovation in the field. This research could help educators and institutions stay current with the latest technological trends and best practices.  The study could enable the field understand better that Business Education aims to prepare students for careers in the business world. Integrating digital technology allows students to acquire practical, real-world skills in using technology and software commonly used in the business environment. This could make them more job-ready upon graduation. It provides opportunities for interactive and engaging learning experiences, making it easier for students to grasp complex business concepts and theories. The use of multimedia, simulations, and online resources can make learning more dynamic and accessible.

Limitations of the Study

This study was limited to the utilization of digital technology in teaching Business Education courses in Colleges of Education in Delta State. In the course of carrying out this study the researcher was faced with challenges such as that of finance and transportation to administer the questionnaire. The time frame to complete the research work was not enough to get all the required information from the respondents.

Scope of the Study

This study focused on the utilization of digital technology in teaching Business Education Courses in Colleges of Education in Delta State. With availability of digital technologies, extent of utilization of multimedia projectors, interactive whitebeards and web-based digital technologies as variables of interest. The respondents of the study are Business Educators from the three Colleges of Education in Delta State.

Operational Definition of Terms

Digital Technology: Digital technology refers to the use of digital systems, tools, and resources to create, store, process, transmit, and exchange information in various forms. It encompasses a wide range of technologies that operate based on binary code (1s and 0s) and includes both hardware and software components.

Teaching: Teaching is a deliberate and systematic process of facilitating learning and the acquisition of knowledge, skills, values, and attitudes. It involves the transfer of information and the development of cognitive, social, and practical abilities in individuals.

Business Education: Business education refers to the academic and practical training provided to individuals in areas related to business and commerce. The primary goal is to equip students with the knowledge, skills, and competencies needed to succeed in various business-related fields.

Colleges of Education: Colleges of Education” generally refer to institutions that specialize in the training and education of future teachers. These institutions focus on preparing individuals for careers in education, particularly at the elementary and secondary school levels. Colleges of Education offer programs that lead to the attainment of teaching credentials, licenses, or degrees.

Pages:  71

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.