Business Education Teacher 1
Running head: ROLES OF BUSINESS TEACHER
The Changing Role for the Business Education Teacher
Melody Murphy
The University of Alabama
Business Education Teacher 2
Abstract
The role of the technology educator is rapidly changing. In today’s society new technologies are
introduced everyday. As educators integrate technology in the classroom, teachers must be
trained properly. The teacher is responsible for staying up to date on the obtaining the education
necessary to teach the students in the technology classes. Technology changes on a daily basis
so a teacher in that role is required to maintain knowledge of the latest innovations through
classes, workshops, or through the latest news sources available to him or her.
Introduction
Litowitz (1998) explains that there is a shortage of technology educators (p.23).
According to Gonzales (1997), in order to fill these vacancies in schools, teachers are obtaining
technology certification (p.60). Teachers are incorporating technology in the early school grades.
According to Underhill (1994), definitions of technology differ. A science teacher might define
technology as software and hardware. On the other hand, the math teacher might consider
technology as calculators and computers. A technology educator might refer to technology as a
tool for design and performance. Lastly, an instructional technology specialist might define
technology as a tool to enhance teaching and learning with the use of computers, CD-ROM,
multi-media, and video projectors (p.393).
This paper addresses how the role of the technology has changed over the past years
along with the outlook of how it will change in the future. A review of the literature found
information of teaching technology online, new technology tools, and training for the new
technology educators. There are three advantages to sharing “traditional” teacher responsibilities
with a computer. The first advantage is that computers allow students to gain individual attention
that they may not receive in a mass education. The second advantage is that the students will
Business Education Teacher 3
have the capability to progress at their own rate. The third advantage is that the computerized
system will allow us to integrate various subjects.
Significance of Business/Technology Education
Falcioni (1995) explains that there should be a clear distinction between “educational
technology” and “technology education.” Educational technology refers to improving teaching
techniques, whereas technology education refers the evolving discipline (p.2). According to Deal
(2000), more than 25 years has passed since the Apple II computer was introduced to the world
of education. The familiar sounds of “buzz-buzz, clackclack, and beep-beep” opened a new door
for teaching and learning that was not realized for a number of years. In today’s society we are
learning about opportunities that we have with the World Wide Web (WWW), local area
networks, and the Internet (p.21). Various strategies were used in the traditional classrooms such
as lectures, discussions, field trips, films, and videos as well as other techniques to engage
students learning. The 1990s brought about a new information revolution, which included the
Internet and the World Wide Web. Distance learning is one of many ways to address the
technology teacher shortage and provide instruction and learning opportunities. Technology
educators should look closely to the benefits that distance learning offers to students such as
meeting degrees, licensure, or certification requirements without the expense of traveling great
distances without a great traveling expense.
Becker (1995) explains how there are two widespread forces accelerating the transition of
technology. One force is the computers in the education system. The students are able to find
instructional material more easily with the aid of the Internet. A second force is the access to
more affordable communication services. The second force is applicable because of the rewrite
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of the Communications Act of 1934, which is able to include provisions that ensure affordable
access to broadband communications for all schools (p. 42).
Discussion and Review
Reeves (1998) research review stated that more research is needed in order to understand
the exact relationship between constructive pedagogy and the use of instructional technology.
The combining factors typically results in an environment conducive to the learning experience
proven difficult to partition the effects upon student achievement. Much current research
demonstrates the effectiveness of education technology, but pays little regard to the specific use
of the technology, and its application, that are responsible for the successful technology
implementation. According to Tomei (1999), research literature indicates that adults have
already accepted technology as a viable media for instruction. Electronic mail and the World
Wide Web are by far the most widely pursued competencies of distance learning. Tomei’s
research on graduate students indicated that 28% of incoming post-graduates were without
access to E-mail. Another 70% had never “surfed the net,” although they had heard about
computer qualities.
According to Ronnkvist, Dexter, & Anderson (2000) teachers in schools with highquality technology support use technology more freely with students, as opposed to those with
inadequate technology support programs. A well-designed educational technology program
should provide high-quality technical support in the areas of facilities, staff, individualized
assistance, and professional development programming. Internet connectivity at school and a
computer for home use are effective incentives for teachers to use technology in the classroom.
Business Education Teacher 5
Learning and Teaching Technology
Eisenburg and Johnson (1996) found a clear agreement among the public and educators
that students need to be expert computer users. It is important for schools to move from isolated
computer skills instruction and move to being successful at integrating information skills. A
significant, unified computer literacy curriculum must be more than “laundry lists” of isolated
skills such as, knowing the parts of the computer, writing drafts and final products with a word
processor, and searching for information using a CD-ROM database. All of the learners should
be able to recognize what they can be able to accomplish and determine whether a computer will
help them to do so and then be able to use the computer as a part of the process accomplishing
their task. Individual computer skills can take on a new meaning when they are integrated in the
information problem-solving task and students develop “computer literacy” because they have
integrated computer skills as the learning process (p.3).
According to Lambrecht (1999) the effective teaching of software is important especially
in the case of general-purpose business software such as word processors, spreadsheets,
databases, graphics presentation, and telecommunications (p.144). The need to improving
computer instruction is important for those who will be teaching students to pursue businesscomputing applications. Hignite and Echternacht (1994) reported that the average score on the
standardized computer literacy test not only was 60%, but also showed that no improvement had
been made since an earlier assessment. Teaching students to become skillful at problem solving
with software should be a primary goal of business educators. Jobs require the use of business
microcomputer applications, and in turn effective instruction becomes more significant (p.35).
Business Education Teacher 6
Career Technical Education vs. Vocational Education
According to Lynch (2000), career and technical education (or vocational education) is
the most prominent term used in United States high schools today to identify collectively those
curriculum programs designed for students to be prepared for them to enter the job market after
high school graduation. During the latter part of the 20th Century, especially during the 1990s
researchers began to notice significant changes in US high school vocational education. The
reason for the change seemed to be due to the declining enrollments in most traditional
vocational education programs. An often poor perception of the quality of vocational/careertechnical programs and various state changes requires students to enroll in more academic
courses leaves them less time in the school day to enroll in career technical (vocational)
education classes. There was a great debate over the role of vocational education in the US high
school, its purpose, structure, and value.
In the late 1980s and 1990s, there were mixed signals about the future high school
vocational education programs among federal and state policy makers. However, at the turn of
the Century vocational education became know as Career and Technical Education. There was a
consensus that much needed to be changed about the direction of Career and Technical
Education. There are four forces that are underpinning the demand for reform in high school
vocation education or now known as Career and Technical education. They are the new
economy, public expectations for students, new research on student learning and motivation and
effective teaching, and a loud and vocal call for reform of the American high school. The new
economic world is very different from the agricultural/factory environment that ushered in US
public school vocation education at the 20th Century. Today’s societal workplaces are often in
Business Education Teacher 7
multiple locations characterized by cultural diversity, different organizations, infrastructures,
periodic economic restructuring, and constantly changing worker roles (p.3).
A US public survey done lead to two conclusions about expectations associated to career
and technical education. The first expectation is that the public wants career education work
skills included as important components of the public school, K-12, curriculum. The second
expectation is that parents that expect their children to attend college and career education should
play a vital role in the students planning to attend college. Businesspersons and educational
researchers say that we must teach all students to new levels of higher-order thinking. In turn,
initiates integrating vocational and academic education in US high schools. The “new” career
and technical education is essential to improvement of the American high school. The public
demands and the students need present career information, knowledge, and skills. Recent
research indicates that there should be four purposes for high school career and technical
education. First, there should be career exploration and planning provided. Second, there should
be enhanced academic achievement and motivation to learn. Third, generic work experiences and
skills useful for employment should be acquired. Last, pathways for continuing education and
lifelong learning should be established.
Changes cannot be made and implemented by career and technical educators. They will
have to partner with other educators, the business and industry, parents, and government
agencies to make all the necessary changes for career and technical education. The career and
technical educators need to pronounce force for the increased use of authentic assessments to
measure student achievement. Based on recommendations, the US vocational high schools or
area/regional vocational schools consider transforming their current structures into career
Business Education Teacher 8
academies. In order for these academies to be successful, students, parents, community,
businesses, and teachers should be involved.
Themes and Components of High School Career and Technical Education
Lynch (2000) explains that there should be four themes established for career and
technical education.
Theme 1
Career planning throughout the entire curriculum. The explanation for theme one is that
all teachers and parents should be applicants of the knowledge to real world
environments.
Theme 2
Ground career and technical programs in high school. Changes should be made in how
high schools are organized and how programs are designed.
Theme 3
The 20th Century vocational education should be reformed into the 21st Century career
and technical education.
Theme 4
High school graduates should be prepared for workplaces and continuing education
(p.15-16).
Business Education Teacher 9
Teaching Business/Technology Education
According to Bielefeldt (2001), a number of national surveys in the 1990’s have reported
that although technology use is increasing in teacher training, pre-service for teachers could help
in aiding teachers use the tools in their classrooms. Computer courses are necessary to develop
the basic knowledge base but students and faculty must use technology in methods courses in
more practical ways. There are two main points for including technology courses in the
education program. The first one is that the courses build confidence and skills. Secondly, they
need to be followed up with actual use of technology in other coursework. Computer-based
technology can also support collaborative learning activities in numerous ways. Internet and
digital video technology is useful in promoting collaborative activities among students from
various countries and regions. Also, computer-based technology is appropriate for prompt task
feedback (p.4-5).
Funds for Teaching Technology
Grunwald & Associates and Rockman (2002) report that decisions made about
technology and budget allocations are made by top leaders such as superintendents (42%), school
board (38%), and technology directors or department chairs (18%). The parents’ influence on
technology decisions is greater in larger districts rather than for smaller districts. School leaders
would like for technology to support priorities such as standards-based resources (64%), online
assessment and preparation (59%), standards-based report cards (50%), and Web-based
portfolios. The recommendations included treating technology as an essential tool for instruction
and administration, rather than just an elective. Also, use the Internet in core educational courses
and direct it to student learning outcomes. It is important to stay informed of federal, state, and
local mandates such as academic standards, assessments and test preparation. Invest in
Business Education Teacher 10
professional development for site administrators and teachers in order to support teachers in
learning and training of the Internet and new forms of assessment. Anticipate changes in
technology and the Internet on ways students and teachers can explore academic subjects.
Broaden community involvement in school technology policies and practices. The variety of
perceptions about teacher technology integration suggests that more research needs to be done on
effective integration, skills needed, and how to assess technology integration competence.
Conclusion
Our society is rapidly changing from paper and pencil to computer. In today’s classroom
we as the technology educators need to stay current on the available software in aiding our
students for the technology business world. So far, I found no research evidence on what
technology will be like in the future. We base our knowledge of what we have experienced in the
past years. We don’t even know what will be invented tomorrow until it is introduced to us.
There have been so many things over the years that we never thought we would have in our
homes, classrooms, or cars. However, once we became accustomed to it we don’t know how we
would live without it. As business teachers we are the same way. We feel as though we have all
the technology we need or can even imagine but who knows what may be invented for us
tomorrow. We know that technology is definitely here to stay and we must stay with it. For this
reason, we must stay up-to-date on all technology software, hardware, and advancements. It is
the job of the technology educator to inquire and learn more about the coming age of technology.
Technology defines who we are as individuals and without it; we cannot operate on a day to day
basis. I would like to leave you with one question as a technology educator. If we as the
technology educators do not equip ourselves with the new technology advancements, who will
teach the future leaders of tomorrow (our students) on how to carry on the future technology
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business operations? Even as of two weeks ago, the name of the business education teacher has
changed. I attended the Alabama State Department of Education’s Career/Technical Summer
Conference and it was announced to all Business/Marketing teachers that the new name for the
educators is Commerce and Information Technology. It will be interesting to see as our new
name changes the new changes that will come with our new waves of technology.
Business Education Teacher 12
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