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Challenges of Integrating New Technologies for Teaching and Learning in the Business Education Programme of Colleges of Education in South-East Nigeria

Received: 15 September 2015     Accepted: 8 October 2015     Published: 30 November 2015
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Abstract

The study focused on challenges of integrating new technologies for teaching and learning in business education programme at colleges of education in south-east Nigeria. Three research questions guided the study and three hypotheses were tested at 0.05 level of significance. A survey design was adopted. The population consisted of 129 business educators. No sample as taken, as the number was sizeable for the researchers to handle. A structured questionnaire titled “challenges of integrating new technologies for teaching and learning in the business education programme” (CINTTLBEP) was used for data collection. The instrument was validated by three experts in Nnamdi Azikiwe University, Awka. The reliability of the instrument was ensured using test re-test technique. Data collected were analyzed using Pearson Product Moment Correlation Co-efficient formula which yielded reliability co-efficient of 0.88. Data related to the research questions were analyzed using mean and standard deviation in respect to research questions while, z-test was used to test the hypotheses. It is concluded that new technologies should be provided in colleges of education and business educators should be trained and retrained on the use of these technologies. Based on the findings of the study, it was recommended that government should grant permission to business educators to undertake in-service training locally and internationally and among others.

Published in Education Journal (Volume 4, Issue 6-1)

This article belongs to the Special Issue New Dimensions in Vocational Business Education Teaching and Learning

DOI 10.11648/j.edu.s.2015040601.12
Page(s) 9-14
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Integration, New Technologies, Teaching, Learning and Colleges of Education

References
[1] Achugbue I. E. (2011). The relevance of information and communication technology in Nigeria Universities. Research in Education 17 (1), 146 – 152.
[2] Ekpenyong, L. E. (2004). Mimeography on advance curriculum in Education, Faculty of Education, University of Benin, Benin City.
[3] Ezenwafor, J. I. (2012). Adequacy of exposure to information and communication technology by graduating business education students of tertiary institutions in Anambra State. Business Education Journal: Association of Business educators of Nigeria. VIII (2), 45 – 60.
[4] Federal Republic of Nigeria (2004 Revised). National Policy on Education Lagos: NERDC Press.
[5] Nagel, D. (2013). Challenges of technology, Retrieved 6th October 2014 from www.journal.com/article.
[6] Nworgu, B. G. (2006). Educational Research: Basic Issues & Methodology. Enugu; University Trust Publishers.
[7] Osuala, E. C. (2009) Business and computer education. Enugu: Cheston Agency Limited.
[8] Redmann, D. &Kotrlik, J. (2008). A trend study: Technology adoption in the teaching –learning process by secondary business teachers – 2012 and 2007. The Delta Pi Espositon Journal, 1(2), 77 -89.
[9] Reigeluth, C. & Joseph, R. (2002). “Beyond technology integrating: the case for technology transformation”. Educational Technology Journal, 42(4), 9-14.
[10] Ugokwe, E. O. (2011). Effective utilization of ICT for repositioning business education programme in tertiary institutions in Nigeria for national development. International Journal of Educational Research. 11(1), 20-24.
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  • APA Style

    Ile Chika Madu, Udegbunam Emmanuel Obidi, Odimmega Chinyere Genevive. (2015). Challenges of Integrating New Technologies for Teaching and Learning in the Business Education Programme of Colleges of Education in South-East Nigeria. Education Journal, 4(6-1), 9-14. https://doi.org/10.11648/j.edu.s.2015040601.12

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    ACS Style

    Ile Chika Madu; Udegbunam Emmanuel Obidi; Odimmega Chinyere Genevive. Challenges of Integrating New Technologies for Teaching and Learning in the Business Education Programme of Colleges of Education in South-East Nigeria. Educ. J. 2015, 4(6-1), 9-14. doi: 10.11648/j.edu.s.2015040601.12

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    AMA Style

    Ile Chika Madu, Udegbunam Emmanuel Obidi, Odimmega Chinyere Genevive. Challenges of Integrating New Technologies for Teaching and Learning in the Business Education Programme of Colleges of Education in South-East Nigeria. Educ J. 2015;4(6-1):9-14. doi: 10.11648/j.edu.s.2015040601.12

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  • @article{10.11648/j.edu.s.2015040601.12,
      author = {Ile Chika Madu and Udegbunam Emmanuel Obidi and Odimmega Chinyere Genevive},
      title = {Challenges of Integrating New Technologies for Teaching and Learning in the Business Education Programme of Colleges of Education in South-East Nigeria},
      journal = {Education Journal},
      volume = {4},
      number = {6-1},
      pages = {9-14},
      doi = {10.11648/j.edu.s.2015040601.12},
      url = {https://doi.org/10.11648/j.edu.s.2015040601.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.s.2015040601.12},
      abstract = {The study focused on challenges of integrating new technologies for teaching and learning in business education programme at colleges of education in south-east Nigeria. Three research questions guided the study and three hypotheses were tested at 0.05 level of significance. A survey design was adopted. The population consisted of 129 business educators. No sample as taken, as the number was sizeable for the researchers to handle. A structured questionnaire titled “challenges of integrating new technologies for teaching and learning in the business education programme” (CINTTLBEP) was used for data collection. The instrument was validated by three experts in Nnamdi Azikiwe University, Awka. The reliability of the instrument was ensured using test re-test technique. Data collected were analyzed using Pearson Product Moment Correlation Co-efficient formula which yielded reliability co-efficient of 0.88. Data related to the research questions were analyzed using mean and standard deviation in respect to research questions while, z-test was used to test the hypotheses. It is concluded that new technologies should be provided in colleges of education and business educators should be trained and retrained on the use of these technologies. Based on the findings of the study, it was recommended that government should grant permission to business educators to undertake in-service training locally and internationally and among others.},
     year = {2015}
    }
    

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    AB  - The study focused on challenges of integrating new technologies for teaching and learning in business education programme at colleges of education in south-east Nigeria. Three research questions guided the study and three hypotheses were tested at 0.05 level of significance. A survey design was adopted. The population consisted of 129 business educators. No sample as taken, as the number was sizeable for the researchers to handle. A structured questionnaire titled “challenges of integrating new technologies for teaching and learning in the business education programme” (CINTTLBEP) was used for data collection. The instrument was validated by three experts in Nnamdi Azikiwe University, Awka. The reliability of the instrument was ensured using test re-test technique. Data collected were analyzed using Pearson Product Moment Correlation Co-efficient formula which yielded reliability co-efficient of 0.88. Data related to the research questions were analyzed using mean and standard deviation in respect to research questions while, z-test was used to test the hypotheses. It is concluded that new technologies should be provided in colleges of education and business educators should be trained and retrained on the use of these technologies. Based on the findings of the study, it was recommended that government should grant permission to business educators to undertake in-service training locally and internationally and among others.
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Author Information
  • Vocational Education Department, Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria

  • Vocational Education Department, Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria

  • Vocational Education Department, Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria

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