IOSR Journal of Computer Engineering (IOSR-JCE) e-ISSN: 2278-0661,p-ISSN: 2278-8727, Volume 17, Issue 5, Ver. IV (Sep. – Oct. 2015), PP 38-41 www.iosrjournals.org DOI: 10.9790/0661-17543841 www.iosrjournals.org 38 | Page Information and Communication Technology: A Global Tool to Facilitate Teaching and Learning of Business Education in Colleges in Nigeria. Dr Oyedemi Jacob Folasayo MNCS, Pr. FIGA, Awoniyi Bola Ruth (Mrs) Department of Computer Science Federal College Of Education P.M.B 39 Kontagora – Niger Department of Business Education Federal College Of Education P.M.B 39 Kontagora - Niger Abstract: Information and Communication Technology (ICTs) occupies a complex position in relations to teaching and learning of Business Education in Colleges. The emergence of ICTs has serious implications on the nature and purpose of educational institutions. The researcher is basically concerned with academic performances of students if ICTs is used as a tool for teaching. Data for analysis were obtained from a test given to the students in both experimental and the control groups. The data was analyzed using Pearson moment correlation coefficient and t-value was also used for the test of significance. The researcher found that significant value was obtained between the experimental and the control groups. The researchers concluded that business education needs to be well equipped to anticipate and respond to opportunities created by ICTs in order to enhance academic performance of students. The researchers recommended, among others, that the investments in ICTs should be used to promote the development of basic skills, problem-solving, communication skills and the professional development of teachers. Keywords: Information, Communication, Technology, Business, Education, Data analyses. I. Introduction Technological changes have created a new global economy “powered by technology, fuelled by information and driven by knowledge (Tinio, 2002). Gable (2009) affirms that ICT occupies a complex position in relation to globalization. The emergence of ICTs has serious implications on the academic performance of students as well enhancing teaching processes. Thornburg (2000) notes that as the half-life of information continues to shrink and access to information continues to grow exponentially, schools cannot remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time. Rather, schools must promote “learning to learn” – the acquisition of knowledge and skills that make possible continuous learning over the lifetime. Thus, the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn (Tinio, 2002). Information and communication technologies (ICTs) are potentially powerful enabling tools for educational change and reform processes through improving both access to education and the quality of that education. ICTs help expand access to education, strengthen the relevance of education to the increasingly digital workplace and raise educational quality by helping make teaching and learning into an engaging, active process connected to real life when used appropriately. The explosion of the Internet in the 1990s, the emergence of a variety of low-cost computing devices and increased diffusion of computers throughout society ushered in a wave of “ICT and education” policies and projects in developing economies around the world designed to prepare students to effectively engage in the information age. This requires focusing on the technology itself and placing emphasis on the practical implications of the use of ICTs to meet broad educational objectives. Educational programs, therefore, should take a holistic approach to ICT and link the educational goal of expanded ICT use to necessary associated reforms of the curriculum, student assessment system, instructive approaches in the classroom and teacher training. ICT has become one of the basic building blocks of modern society. ICTs in education deal with the use of ICTs within educational technology. Many countries, according to UNESCO (2002), now regard understanding ICT and mastering the basic skills and concepts. This is critical to business education in Nigeria. Business education is the field of training in business practices and in specific skills such as accounting, information processing, keyboarding/typewriting and shorthand. This paper uses business education and education interchangeably. The objective of this paper is to assess the implications of integrating ICTs in business education in Nigeria. It determines also the appropriate and effective use of ICTs in the educational system in Nigeria. The paper is basically a theoretical discourse. Data for this paper were obtained mainly from secondary sources which included books, journals, seminar papers and the Internet.