Availability, Gender and Teaching Experience: Determinants of ICT Utilization in Teaching in Rural Secondary Schools in South Eastern Nigeria (original) (raw)
Related papers
Journal of emerging technologies and innovative research, 2021
Today, ICT applications are becoming indispensable parts of contemporary culture, spreading across the globe through traditional and vocational education. Usage of ICT is one of the way by which India's large population base can be effectively reached. In Indian scenario, ICT can be utilized for better teaching learning process and improving quality of education. Realising this, the Government of India has announced 2010-2020 as decade of innovation as such programme like National Programme of Technology Enhanced Learning (NPTEL) and Multimedia Educational Resource for Learning and Online Teaching (MERLOT) which create quality digital content for different levels of Education has been introduced. Given this fact, the present study attempts to find out the usage of ICT among 200 male secondary school teachers of B.Ed Alumni IGNOU, IASE in relation to their locality. The study reveals that the male teachers from urban areas are more personally equipped with using ICT in education than their rural counterparts in terms of hardware as well as skills. However, it is also evident from the study that a high percentage of the teachers from both rural and urban areas not use ICT in the classroom due to various factors like absence or limited supply of facilities in the school, absence of internet connection, lack of skills, lack of proper training etc. It is surprising to find that in the present digital world where education needs ICT for effective teaching-learning, still, there are some male secondary school teachers in both rural and urban areas who are not bothered about the use of ICT. The study also clearly depicts that even though every teacher owns a mobile phone and use it for different personal purposes like making voice calls, video calls, social networking, looking up the weather, news, online shopping, for travelling service, for educational purposes etc., some find it very difficult and problematic to use ICT in the classroom even if the equipments are available and also just within their reach. This shows that as much as the use of ICT is needed for every
Factors that Influence Teachers’ Pedagogical Use of ICT in Secondary Schools: A Case of Ghana
Contemporary Educational Technology
Technology is perceived as a vital driving force for contemporary education. The Government of Ghana acknowledges the relevance of Information and Communication Technology (ICT) in education, and it is financing ICT in secondary schools. However, most instructors are unwilling to integrate ICT into their teaching. Therefore, the purpose of this study was to investigate the factors that influence secondary school teachers' ICT usage in schools. The participants were 376 teachers randomly selected from 24 public and private schools. The data collected from the participants were analyzed by using descriptive statistics and analysis of variance. The results showed that teachers' use of ICT was still confined to basic and traditional activities such as search for information, class presentation etc. Internal and external factors were found to influence teachers' ICT usage. Also, female teachers reported that they use ICT more than male teachers. In general, this study has contributed to the literature regarding teachers' pedagogical use of ICT in secondary schools and also their gender differences in the use of ICT.
International Journal of Innovative Research and Development
has come to improve performance of activities in every sphere of life. Teaching and learning processes are enhanced through the appropriate use of Technology in our educational institutions. Every teacher training institution in the world trains teachers on how to use ICT in their schools for teaching and learning processes, and Ghana is not an exception. But research shows that this does not bring about the effectiveness and efficiencies desired by the society, since classroom teachers often claim to have changed their practice (Cuban 2001). Besides, integrating ICTs in the teaching and learning processes challenges teachers, hence, more innovative skills are needed to know, understand and apply ICTs correctly (Olson 2000). The knowledge in the use of ICTs is not enough, if the facilities are not available or the facilities are inadequate. The government of Ghana has the commitment to extend computers to all schools in the country. Also, commitment to promote equal distribution of ICT facilities in the school system to enable all teachers and students benefit from ICT regardless of their geographical location (Mfum-Mensah, 2003). This implementation would be a great achievement in the educational system. Availability of ICT facilities promote effective teaching and learning in all disciplines. Computer training is limited to the urban areas in the country. Selected schools in rural areas have attempted to compete with their urban counterparts through the engagement of private companies and non-governmental organizations to provide the needed computer training. Privately owned computer training institutions charge relatively high fees hence most students find it difficult to acquire such important knowledge and skills to learn ICT (Parthenope, 2003) The Colleges of Education in Ghana curricula requires that teachers integrate ICT into instruction throughout the curriculum. However, research shows that the Colleges of Education are not doing enough to equip student teachers with requisite skills to integrate ICT into teaching and learning processes during their initial training. Additionally, the teacher training universities,
This paper focuses on the computer and ICT skills of secondary school teachers in Ota, Ogun state of Nigeria. The purpose was to find out if the teachers were computer and ICT literate and to examine if they employ computers and ICT in their teaching activities. Eighty copies of a self designed questionnaire were administered to teachers in four secondary schools, out of which sixty eight was completed, returned and found usable. The study shows that the respondents are aware of the fact that being computer and ICT literate is very important in their profession. The paper concludes that the Government in conjunction with the Ministry of Education inculcates computer and ICT training into the curriculum of teacher training schools. It also admonishes the Nigerian Library Association (NLA) to rise to the occasion of reviving and establishing school libraries in secondary schools.
ICT SKILLS IN THE CONTEXT OF TEACHER EDUCATORS: AN ANALYTICAL STUDY
International Journal Novel Research and Development, 2023
This study focused on ICT skills of Teacher Educators. This is a quantitative associative study that employs a survey method. This study collects data using a self-made questionnaire (25 items) related to ICT skills. The study sample consisted of 100 teacher educators; 50 from government institutions and 50 from private institutions of which 25 from each type of institutions were male and remaining 25 were female. The teacher educators had minimum of 3 years teaching experience and were not having any degree or certificate related to ICT. The period of Research data collection was March to April 2023. The hypothesis was tested with the help of Mean and t-Test. Data analysis reveals that there is a significant difference between government and private institutions teacher educators. There are many significant reasons behind it. According to this study, Private institutions' teacher educators have higher level of ICT skills in comparison to those of government institutions. The main cause is unavailability of resources and weak monitoring by the administration. The results suggest that male teacher educators have significantly higher ICT skills compared to female teacher educators. Societal stereotypes associating technology with masculinity could discourage women's interest and self-efficacy in technology-related domain.
Teachers' ICT Skills and Ict Usage in the Classroom: The Case of Basic School Teachers in Ghana
Journal of Education and Practice, 2018
Integration of ICT into pedagogical practices will seriously be compromised if teachers possess little or no knowledge of ICT. This paper reports on a study which sought to explore basic school teachers' ICT skills and ICT usage in the classroom. In all 20 basic school teachers took part in the study. Three instruments were used to gather data from teachers which include lesson observation, questionnaires, and interview. The study adopted survey research design. Qualitative analysis of the data collected revealed that teachers' ICT skills were at the moderate level. The study also revealed that teachers' uses ICT for general and personal purposes which includes chatting and communicating with friends as well as family members via WhatsApp, Facebook, WeChat. In terms of ICT integration in classroom lessons, it was found that, teachers hardly use technology in their lessons because of not having ICT integration skills as well as lack of resources in the Basic schools. The study recommends the need for regular in-service training programme for teachers with a direct focus on ICT integration and ICT usage for teaching and learning by Ghana Education Service.
SECOND LEVEL TEACHER’S TRAINING IN THE USE OF ICT: THE DAY AFTER..
This work examines the impact of in service training for teachers in the use of Information and Communication Technologies (ICT) in Greece. Teacher training in the use of ICT in Greece includes two consecutive levels. At the first level (A’ level of training), consisting of 48 hours, teachers acquire the basic, necessary skills to use ICT. On the second level of training (B’ level of training), that lasts 96 hours, they are applying ICT in class. This is set up with the use of educational software and the design of learning scenarios that integrate ICT in teaching. The basic research questions were (a) does B’ level of training contribute to an increase in the frequency of ICT use in the teaching/learning process and (b) does gender affect such frequency? A quantitative research approach was selected using a questionnaire as a basic research instrument. This allowed the measurement of frequencies in the use of ICT (a) by teachers for the preparation of their work, (b) by teachers in the classroom and (c) by students under teacher’s supervision in the classroom. The sample consisted of 123 teachers, who work in schools of Imathia (a county on northern Greece). 62 of them, (29 men and 33 women) had a certificate from A’ level of training and 61 (31 men and 30 women) had completed successfully the B’ level. The main results of the research revealed that both the training level and gender play a significant role in ICT use. Indicatively: Teachers’ use of ICT in relation to training level (a). Use of ICT by the teacher for preparation: Α’ level: 58,64% - B’ Level: 67,08% (b). Use of ICT by the teacher in class: Α’ level: 44,35% - B’ Level 52,50% (c). Use of ICT by the students in class: Α’ level: 28,50% - B’ Level 41,73% Teachers’ use of ICT in relation to gender (e). Use of ICT by teachers for preparation Men: 67,03% - Women: 67,14% (f). Use of ICT by teachers in class Men: 54,20 - Women: 50,75% (g). Use of ICT by students in class Men: 46,71% - Women: 36,60% Furthermore it was found that, contrary to the scopes and the aims of the B level training, teachers use ICT in a teacher-centric mode. They use ICT more as a contemporary visual medium and do not encourage its use by students. In this way teaching remains wedded to the traditional model of knowledge transfer from teacher to student-spectator. The findings of this study are related to the results of other surveys who lead to similar conclusions. Taking the above results into consideration, it is proposed to encourage the entire population of teachers (and mainly women) to join B’ level ICT training since this is expected to have a positive impact on the integration of ICT in the learning process. It is also proposed to investigate in depth the factors that prevent teachers from completing B’ level training. The design of more flexible training programs that meet teachers’ interests and guide then to a more extensive use ICT in class could be a realistic proposition. Of course the above results partially determine the degree of utilization of ICT in the learning process. For a complete research other factors should also taken into account such as teachers attitudes towards ICT, the availability of educational software and technical support, the role of school leadership and the content of curricula. These remain interesting subjects for further work. "
2019
This study has been conducted with the objective of assessing teachers' use of information communication technology (ICT) in teaching and learning in secondary school contexts. The study involved a descriptive survey. Three high schools were selected from six high schools by a simple random sampling technique. Data were collected from 130 teachers' selected from three high schools based on gender stratification. The questionnaire designed by Papanastasiou, E. C., & Angeli, C. (2008) was adapted to measure teachers' use of ICT in teaching and learning. The analysis of quantitative data was done by mean, standard deviation, independent t-test, and one-way ANOVA. The findings of the study revealed that there was no statistically significant difference between the mean teachers' use of ICT in teaching and learning of males (n=94, M=14.38, SD=2.72) and females(n=36, M=14.02, SD=3.2), t(128)=0.63,p>0.05. The result about teachers' use of ICT in teaching and learning across service years, revealed that there was a significant difference at p < .05 level for the three conditions [F (2, 127) = 4.84, p < 0.05]. Results also indicated that an inadequate number of computers shared the highest mean score as a factor affecting the use of ICT in education. Eventually, conclusions, recommendations, and areas of further research were forwarded based on the significant findings to enhance teachers' use of ICT in teaching and learning.
This study investigated the availability, use and teachers’ competence in ICT in classroom teaching in the Federal Capital Territory, Abuja Nigeria. The study was guided by Six research (6) questions and three hypotheses were tested. The descriptive survey research design was used. Data was collected using a well-structured questionnaire named, Availability, Use and Competency of ICT Questionnaire (AUCICTQ). A total of 351 senior secondary school teachers from a population of 3999 from the 62 public secondary schools in FCT were sampled. The instrument was validated by two experts in the field. Cronbach’s Alpha was used to determine the internal consistency of the instrument which yielded an index value of 0.89. The Pearson Product Moment Correlation Coefficient (PPMCC), t-test and ANOVA were used to test all the hypotheses for the study. From the findings, it was revealed that the extent of availability and use of ICT in classroom teaching is low in the public senior secondary schools in the Federal Capital Territory, Abuja. Teachers in the studied area are competent in the use of ICT in classroom teaching. There was no significant relationship between availability and teacher’s competence in ICT. There was no significant difference between gender and competence in ICT. There was no significant difference in academic qualification and teacher’s competence in ICT. The study recommended that effort should be made to provide ICT facilities in these schools and that already competent teachers should make effort to improve their skills. Teachers of both gender and all levels of academic qualification should make a concerted effort to acquire and improve their skills.