Factors that Influence Teachers’ Pedagogical Use of ICT in Secondary Schools: A Case of Ghana

Year 2019, , 272 - 288, 12.07.2019

Charles Buabeng-andoh

https://doi.org/10.30935/cet.590099

Abstract

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.

Keywords

Public and private schools, Pedagogical use, Expectancy value model, Secondary school teachers

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