A REVIEW OF AWARENESS AND USE OF DIGITAL RESOURCES FOR TEACHING AND LEARNING OF BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOLS

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A REVIEW OF AWARENESS AND USE OF DIGITAL RESOURCES FOR TEACHING AND LEARNING OF BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOLS

1.1 Background of the study

Digital resources in Education has been extremely effective in teaching individuals a wide range of subjects. Digital resources are changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended.

While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines

A multi-sensory experience can be created for the audio ence, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Digital resources has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya, 2000). On the part of the creator, designing audio-visual technology that is interactive and multi-sensory can be both a challenge and thrill. Audio-visual technology design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).

However, information technology application serves different purposes, such asknowledge sharing-portal, search engines, public administration, social service and business solution. Oshodi (1999) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization ofwords alone in the classroom to communicate ideas, skills and attitude to educatelearner is futile. Omagbemi (2004) supporting this view expressed that access to digital resources information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors – access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability.

The many kind of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students withtheir learning by improving the communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).

In a study conducted by Simpson et al (1999) it was found that 64% of the teachereducator used ICT in the production of traditional resources of overhead transparencies and hand outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT software into the lectures and only 24% made use of CDi resource materials. The study also revealed that in the tutors’ delivery of the courses, the students seldomexperienced demonstrations of the use of ICT as a teaching tool, that is, the tutorsseldom modelled its use through their own practices. However, these tutors gave lack of time to practice skills and the limited accessibility of some specialized facilities as constraint factors on their use of ICTs in teaching.

Studies have shown that, there are some factors that determine academics’ useand non-use of new technologies for teaching and learning in the advanced countries and these include, the needs of the learner, the characteristics and experiences of academics, the technology available, the environment within whichacademics work and how valuable they perceive the use of technology to be for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated that thereare disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).

Statement of the Problem

There is an urgent need to improve the quality of education to bridge the gap between developed and developing nations, and digital resourcesinstruction is considered as a necessary tool for this purpose. However, the presence of digital resources alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of digital resources instruction in education.

Without the involvement of teachers, most students may not take advantage of all the available potential benefits of digital resourceson their own. Teachers need to actively participate in the use of digital resources. They have to be trained in the use of digital resources and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and

encourage students by making them responsible for their own learning. Many of the current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;

Tan, 2000).

In this study, attempts are therefore made at examining such issues as are pertinent to digital resources utilization for teaching in the Faculties of Arts and

Education, University of Ibadan, Oyo State, Nigeria.

Objectives of the Study

Specifically, the objectives of this study are to:

1. Determine the availability of audio-visual digital resourcesin the Faculties of Arts and Education for teaching and learning.

2. Determine the pattern and frequency of use of digital resourcesby lecturers in these selected faculties for teaching and learning

3. Investigate the adequacy of digital resources for teaching and learning of business studies .

4. Identify factors, if any, which limit the use of digital resources by the teachers.

Research Questions

The study is structured to provide answers to the following research questions:

1. How available are the audio-visual digital resourcesfor teaching and learning in business studies ?

2. What is the pattern and frequency of use of the digital resources for teaching and learning by the lecturers of the facility?

3. How adequate are the for teaching and learning of business studies ?

4. What factors limit the use of digital resources by teachers of the subject?

Objective of the Study
To understand the meaning of audio visuals
To understand the use of digital resources in teaching business studies in junior technical schools
1. Research Hypothesis

H0: The application of digital resources does not have a significant positive impact in teaching business studies in junior secondary schools

H1: The application of digital resources have a significant positive impact in teaching business studies in junior secondary schools.

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