Background of
the Study
Information and
communication technology (ICT) is a programme that has changes many aspect of
the way people manage information and communication. If ICT is to be compared
with such fields as medicine, tourism, business, law, banking and architecture
during the past two or three decades, its note has been enormous. The way these
fields operate before is different from the ways they operate at present. As
pointed out by Kennedy and MC Naught (2013) that when one looks at education
there seems to have been less influence and change than other fields have
experienced. A number of people have attempted to explore this lack of activity
and influence, these include Soloway and Prior (2012) and Collins(2011).
Soloway and
Prior (2012) believed that there have been a number of factors impeding the
wholesales uptake of information and communication technology in education,
most especially accounting education these have include such factors as funding
to support the purchase of the technology, lack of training among established
teaching practioners, lack of motivation and the need among teachers to adopt
information as a teaching tools. Oliver and short (2014) stated that in recent
times, factors have emerge which have strengthened and encourage moves to adopt
ICT in classrooms and learning settings. These have included a growing need to
explore efficiencies in terms of program delivery, the opportunities for
flexible delivery provided by information and communication technology system
and the growing use of internet and www as tools for information access and
communication have witnessed growth in recent time.
The use of ICT appropriate contexts in
Education can added value in teaching and learning, by enhancing effectiveness
of learning, or by adding a dimension of leaning that was not previously
available. ICT may also be a significant motivational factor in student
learning, and can support students engagement with collaborative learning.
popular theory and explanation of the contemporary changes explains that they
are in the midst of third major revolution in human civilization that is a
third wave. At first, there was agricultural revolution, then industrial
revolution and now technological revolution. Information and communication
technology (ICT) has become common entities in all aspects of life, for the
past twenty years, the use of ICT has fundamentally changed the practices and
procedures of nearly all forms of endeavor in the area of business and the way government
activities are carried out. In the area of education, Starr (2013) averred that
information and communication (ICT) has begun to have a presence but the impact
has not been as extensive as in other fields. Education is a socially oriented
activity and quality education has traditionally been associated with teachers.
The use of information and communication technology in education leads to more
students centered learning settings and often this creates some tension for
some teachers and students, but with the world moving rapidly into digital
media and information, the roles of information and communication technology
(ICT) in accounting education is becoming more and more important and this
importance will continue to grow a develop in the 21st century.
For a number of years now, a number of
work on the integration of information and communication technology as a
teaching material in Public secondary schoolsseems to have established a more
or less explicit relationship between restoring ICT into interactive
environment and it’s application. ICT has a revolutionary role on the
accounting methodology globally however, this revolution is not spread at the
moment hence the need to appraise it’s role in schools.
Conventional teaching has emphasized
content for many years, courses have been written around textbooks, teachers
have taught through lectures and presentations inter-spread with tutorials and
learning activities designed to consolidate and rehearse the content,
contemporary setting are now favouring curriculum that promotes competency and
performance. Curriculums are starting to emphasize capabilities and to be
concerned more with “How the information will be used than with what the
information is”.
These factors and many others are
bringing strong forces to bear on the adoption of ICTs in accounting education
and contemporary trends to suggest they will soon see large scale changes in
the way education is planned and delivered as a result of the opportunities of
information and communication technology (ICT). This study endeavored to
examine the roles of ICT in the teaching of accounting, with reference to public
secondary schools in Ikere – Ekiti.
Statement of
the Problem


Purpose of the

This research
examines the roles of information and communication technology (ICT) in the
teaching of Accounting in public secondary schools in Ikere – Ekiti.
The objective
of this is:
To ascertain the problem that teacher usually encountered in
the use of information and communication technology.
To appraise students’ perceptive of their gains with the use
of ICT in the teaching of Accounting.
To determine the availability of ICT gadgets in the teaching
of Accounting in public secondary schools.
To examine ICT as a powerful agent of educational practices
to which have become accustomed.
To ascertain the literacy of personnel responsible for the
teaching of accounting in relation to ICT.
To proffer solutions to the problems of ICT in the teaching
and learning of accounting.
To develop a system of collecting and disseminating
education information
Significance of
the Study
This study explains the roles and
importance of information and communication technology in public secondary
schools in Ekiti State. The effectiveness in the use of information and
communication technology will provide support for customized educational
programme to meet the needs of individual leaners.
Effectiveness of information and
communication technology will develop ability to reason formerly, solve
problem, communicate effectively, negotiate outcome, manage time, project
management and collaboration and team work.
Students, teachers and schools or
institutions will find the outcome of this study useful in their planning and
other school activities.
Moreover, the outcome of this study
will in no small measure to increase the speed and accuracy of accounting
studies in their day to day learning and also help the Teacher to realize the
importance of ICT in teaching of accounting.
This study is also a contribution to
the field of knowledge researchers in the area of accounting education and
information and communication technology will find it useful in their research.


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