Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana (original) (raw)
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Journal of Information Engineering and Applications, 2016
The study sought to assess concerns of teachers regarding the implementation of ICT curriculum in basic schools in Kumasi metropolis. It also examined the relationship between gender and teachers’ stages of concerns. A multi-stage sampling procedure was adopted in selecting the sample for the study. The Stages of Concern Questionnaire was modified and used to gather data from 181 male and 165 female ICT teachers. Both descriptive and inferential statistics were used in analysing the data. Results showed that teachers generally had high consequence and informational concerns and low concern at awareness stage. This indicates that teachers were more bothered on the impact of the ICT curriculum on their students and also lacked requisite knowledge and skills in implementing the curriculum. Moreover, the independent sample t-test conducted revealed statistically significant relationship between gender and informational, management, consequence, collaboration and refocusing concerns. It ...
2017
INTRODUCTIONIn the last three decades, governments and policy-makers around the globe have made enormous investments in Information and Communication Technology (ICT) in their educational systems in order to remain competitive in the global knowledge economy (Ministry of Education, Ghana (MOEG) 2015; Lim, Chai & Churchill, 2011; Steketee, 2006; Teo, 2008). However, a number of them has been underutilised or abandoned completely due to limited user acceptance and adoption (Park, 2009; Teo, 2009). Given the high rate of failure of ICT initiatives intended for effective teaching and learning in education, particularly in the developing world, a solid understanding of the determinants of user acceptance of particular technology is crucial not only for theory building but also for practical effectiveness (Park, Roman, Lee & Chung, 2009). Although contended by some few researchers (Teo & Schalk, 2008; Venkatesh, et al., 2003), pre-service teachers' attitude towards ICT usage have been...
s The study examined factors influencing primary school teachers' intention to use information technology for teaching. The study was a survey type and the sample comprises of 125 primary school teachers in Ilorin. The instrument used for data collection was adapted and modified and subjected to validity and reliability check. A reliability check on each of the five constructs of the study showed an alpha of .76, .92, .96, .93, and .82 respectively. The research questions were subjected to descriptive statistic while the hypotheses of the study were subjected to regression analysis. The findings of the study revealed that all the four independent variable statistically influence intention toward use with the following effect size, Perceived value (β= .63, P˂.05), Computer self efficacy ((β= .73, P˂.05), Attitude (β= .70, P˂.05), Resistance to change (β= .49, P˂.05), and computer self efficacy stood to be the strongest factor. Based on these findings, the study recommends among other that the teacher should be given training on pedagogical use of computer for teaching function in order to increase their self efficacy which will in turn influence adoption of information technology.
In this study, the teachers' ICT usage related to teaching tasks and activities were investigated based on Roger's theory of "diffusion of innovation". The teachers' current stages in the innovation decision process were questioned with their satisfaction and importance level about ICT facilities. The data was collected through questionnaire which is developed by researchers. Seventy one teachers participated in this study. Results showed that most of the teachers are in the persuasion stage only about making presentations with ICT during lecture; aside from this, they reached the implementation stage in all tasks. It was also found that ICT facilities and opportunities provided to teachers are highly important for them while their satisfaction level is low.
Status of implementation of the ICT Curriculum in Ghanaian Basic Schools
The focus of the study was to ascertain the extent to which the ICT curriculum is effectively being implemented in basic schools. The aim was to find out teachers’ perception about the introduction of ICT at the basic school level; the availability of facilities for teaching the subject; teachers’ acquired content knowledge as well as their preferred in-service training methods. The study adopted a simple cross sectional survey design which employed descriptive statics for data analysis. A questionnaire was the main survey instrument. A representative sample of 63 public primary schools in the Cape Coast Metropolis was randomly selected, and all ICT teachers (84) in the selected schools were involved in the study. It was revealed that teachers had a positive perception about the teaching of ICT in primary schools. ICT facilities were woefully inadequate for the teaching of the subject in basic schools; the majority of teachers appeared to be knowledgeable in the use of computers and other peripheral devices; and, most of the teachers preferred workshops as a means of acquiring more knowledge and skills in the teaching of ICT.
2017
This study investigated the perceived influence of information and communication technology on students" academic performance in University of Ilorin, Kwara State. The study adopted the descriptive survey research design method. The target population for this study consisted of University of Ilorin undergraduate students in Kwara State. Simple random sampling technique was used to select two hundred respondents from the State. The questionnaire form titled "Perceived Influence of Information and Communication Technology on Students" Academic Performance Questionnaire" (PIICTSAPQ) was administered to the respondents. Both descriptive and inferential statistics were used for the data analysis. The findings revealed that there were no significant differences in the perceived influence of information and communication technology on students" academic performance in University of Ilorin, Kwara State based on gender and age. Findings revealed that the perceived influence of information and communication technology on students" academic performance in University of Ilorin is high. There is also no significant difference in perceived influence of information and communication technology on students" academic performance in University of Ilorin based on gender and age. To this end, it is recommended that government at all levels should support the educational sector by establishing infrastructures that will enhance adequate learning in the school system. Some of these infrastructures to be provided are: e-library, steady electricity supply, good internet signal, provision of computers, external storage devices among others.
INVESTIGATING ICT ADOPTION BY TEACHERS IN PRIVATE PRIMARY SCHOOLS IN JALINGO, TARABA STATE, NIGERIA
IASET, 2020
The advent of information technology has facilitated teaching and learning for teachers in most part of the world. The aim of this study is to explore the factors influencing the adoption of Information and Communications Technology (ICT) by private primary school teachers in Jalingo, Taraba State, Nigeria. The use of ICT in this context means the use of gadgets such as computers, projectors and smart boards. The study seeks to investigate the acceptance of these technologies in private schools in Jalingo, Taraba State where ICT is deployed. 200 questionnaires were distributed to teachers in such private primary schools. UTAUT model was used to find the factors with the aid of a statistical analysis tool known as smart PLS. Performance expectancy in this study was found to have positive influence on behavioral intention. Effort expectancy was found to have negative influence on teachers' intention to use ICT. Social influence was found to have the strongest impact on teachers' intention to use ICT. Facilitating condition was also found to have positive effect on the use of ICT by teachers in primary schools.
Creative Education, 2023
The success of an educational innovation depends on the extent to which players embrace and implement it in the classroom. The study adopted the Concerns Based Adoption Model to assess the stages of concerns of pre-tertiary school teachers in the New Juaben North Municipality on the standards-based curriculum's adoption in Ghana. Framed in the transformative philosophical paradigm, the study draws on survey design with quantitative approaches. The stages of concerns questionnaire of the CBAM was administered to 186 teachers sampled by convenience and stratified sampling approaches. The study found that the stages of concerns of teachers are ranked as consequence, informational, collaboration, personal, refocusing, management, and unconcerned; the socio-demographic attributes of teachers are not good predictors of their stages of concerns; with the exception of gender and the category of school teachers teach, statistically significant differences exists between their stages of concerns. Teacher engagement with curriculum committees to help identify students' and teachers' needs with the standards-based curriculum is recommended. Also, teachers should be involved in the development of future curricula. Attention should not be given to teachers based on their gender and whether they teach in public or privates schools because based on these variables, teachers are indifferent.
Challenges facing information and communication technology implementation at the primary schools
Educational Research and Reviews, 2019
The importance of information and communication technology (ICT) in education in the 21st century cannot be overemphasized. A number of initiatives have been put in place in Ghana to ensure that information and communication technology is extensively used and taught at all levels of our education. The study utilized a descriptive survey design and employed cluster and simple random sampling technique to collect data from 525 pupils in 34 schools in the Cape Coast Metropolis, Ghana. The cluster was made up of six communities in the Metropolis, namely, Aboom, Bakaano, Cape Coast, Efutu, Ola, and Pedu/Abura. The sample was chosen on the basis of Cohen et al. recommendation for choosing representative samples. These two sampling techniques helped to arrive at a sample that was fairly representative of the population. The study addressed four research questions: (1) How available are the ICT facilities to pupils and teachers in Cape Coast Metropolis primary schools? (2) How does the use of ICT equipment affect the implementation of ICT programmes in primary schools in the Cape Coast Metropolis? (3) How does the attitude of primary school pupils affect the implementation of ICT in Cape Coast Metropolis? and (4) How does the attitude of teachers teaching ICT in the primary schools affect the implementation of ICT in the Cape Coast Metropolis? The analyses of responses from questionnaires revealed the unavailability of ICT equipment and pupils' lack of access to ICT infrastructure. The study recommends that Ghana Education Service (GES) should institute technology and technical support units in the various schools to handle technology integration challenges.
Influence of teachers attitude on ict implementation in kenyan universities
COGENT EDUCATION, 2022
Universities worldwide have been implementing ICT in their curriculum due to the global demand to acquire and access skills and knowledge by learners in the 21st century. Information and Communication Technology (ICT) has increasingly become essential in our daily lives and educational institutions for teaching and learning processes. Teachers being pivotal in instruction, have experienced a myriad of challenges to enhance access, efficiency, and quality. Their attitudinal capacity being very crucial has not been empirically evaluated to ascertain its influence. The study adopted descriptive survey design and used quantitative research procedures. Stratified random sampling procedure was used to select 475 teachers in Kenyan University and data was collected using structured questionnaires.Quantitative data was analyzed using descriptive, factor analysis, inferential statistics, ANOVA as well as regression in Statistical Package for Social Science. The study had 86.4 % response rate and data collected passed normality by Kolmogorov-Smirnov and Shapiro-Wilk Tests criteria as well as normal quantile plots with the KolmogorovSmirnov test of (P = 0.78) and Cronbach’s Alpha score of 0.841. Descriptive results revealed that a mean score for the attitude scale of 80.23 with a standard deviation of 0.403 The analysis revealed that 58.3% (277) of the participants had positive towards ICT implementation.On Factor analysis, five factors with an Eigen value greater than 1 were identified using the Scree test. The identified factors accounted for a total of 53.71% of the variance in scores. The first factor (eigenvalue = 7.23) accounted for 36.14% variance in the responses. The second factor had an eigenvalue of 2.087 and 10.43% variance, factor 3 (eigenvalue = 1.42) accounted for 7.12%. In addition, a binary logistics regression analysis was conducted to predict influencing factors or categorical variables on ICT implementation and the results showed that teachers’ with positive attitude towards ICT implementation were