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The Use of Computers and Internet as Supplementary Source of Educational Material: A Case Study of the Senior High Schools in the Tema Metropolis in Ghana

Yıl 2011, Cilt: 2 Sayı: 2, 151 - 162, 01.06.2011

Öz

This study was conducted to assess the computer and Internet usage as supplementary educational material to enhance quality education; help improve educational management and planning; how students use the computers and internet to facilitate their learning; how teachers in the Tema Senior High Schools use the computers and Internet to teach and guide students. Stratified sampling method was used to select students and teachers. The results showed that a significantly high percentage of respondent teachers (92%) were computer literate and 78% of respondent students also had basic knowledge in computer. However, less than 15% of these teachers used the internet as an innovative way of improving teaching and learning. Over 30% of the teachers used the computer mainly for research work. Less than 40% of student respondents used the computer and the Internet facility for entertainment, whereas less than 25% used it for research and learning. Less than 40% of respondent students used the Internet for e-mail and browsing. It was revealed that Internet and computers have helped students to achieve new things such as finishing assignments, solving problems, learning history of other countries, improving typing skills, and chatting with friends. There is no clear interaction between teachers and students through the use of Internet facilities. The Internet was not used for guidance. Despite the limited use of computers by teachers in their teaching, many agree that the computer has changed the way students learn. One fourth of teachers have received some form of training in the use of computers, with quite minimal training in the pedagogical integration of ICT. It appears that integration of ICT in Ghanaian school systems is a major step in promoting innovation.

Kaynakça

  • Aduwa-Ogiegbaen, S. E. & Iyamu, E. O. S. (2005). Using information and communication technology in secondary schools in Nigeria: Problems and prospects. Journal of Educational Technology & Society, 8(1), 104-112.
  • Asamoah, D. A. (2008). Learning through ICTs. Available at: http://www.digitallearning.in/ interveiw/ interview-details.asp?
  • Awotua-Efebo, E.B. (1999). Effective teaching: Principles and practice. Port Harcourt, Nigeria: Paragraphics.
  • Becker, H. J., Ravitz, J. L., & Wong, Y. T. (1999). Teacher and teacher-directed student use of computers. Teaching, learning and computing national survey (Report no. 3). Irvine, California, USA: Center for Research on Information Technology and Organizations at the University of California. Available at: www.crito.uci.edu/tlc/findings/computeruse/
  • Boakye, K. B. & Banini, D.A. (2008). Teacher ICT readiness in Ghana. In K. Toure, T.M.S. Tchombe, & T. Karsenti (Eds.). ICT and changing mindsets in education. Bamenda, Cameroon: Langaa; Bamako, Mali: ERNWACA /ROCARE.
  • Clyde, A. (1995). Computers in school libraries: The Internet and Australian schools. ACCESS, 9(2), 26-28.
  • Dankwa, W. A. (1997). SchoolNet: A catalyst for transforming education in Ghana. [Online]. Available at: http://www.isoc.org/isoc/whatis/conferences/inet/96/proceedings/c6/c6_1.htm.
  • Ely, D. P. (1993). Computers in schools and universities in the United States of America. Educational Technology, 33(9), 53–57.
  • Fouts, J. (February 2002). Research on computers and education: Past, present, and future. Retrieved 30 October 2002 from http://www.gatesfoundation.org/nr/downloads/ed/ evaluation/Computer_Research_ Summary.pdf
  • Gregoire, R., Bracewell, R., & Lafarriere, T. (1996). The contribution of new technologies to learning and technology in elementary and secondary school. Available at: http://www. tact. fse.unlaval.ca/fr/html/impactnt.html
  • Haddad,W. D. & Drexler, A.D. (2002). The dynamics of technologies for education. In W. Haddad & Drexler, A. D. (Eds.) Technologies for education: Potentials, parameters, and prospects. Washington DC: Academy for Educational Development.
  • Hakkarainen, K., Ilomaki, L., Lipponen, L., Muukkonen, H., & Rahikainen, M. (2000). Students’ skills and practices of using ICT : Results of a national assessment in Finland, Computers and Education, 34(2), 103-117.
  • Heeks, R. (1999). Information and communication technologies, poverty and development (Working Paper Series, Paper No. 5). Manchester, England: Institute for Development Policy and Management.
  • John, P.D. & Sutherland, R. (2004). Teaching and learning with ICT: New technology, new pedagogy? Education, Communication & Information, 4(1), 102-107.
  • Karsenti, T. & Tchaméni-Ngamo, S. (2007). Qualité de l’éducation en Afrique : le role potentiel des TIC. International Review of Education, 53, 665-686.
  • Koert, R. V. (2000). Providing content and facilitating social change: Electronic media and rural development (Based on case material from Peru). First Monday. http://firstmonday. org/issues/issue5_2/vankoert/index.html
  • Lamble, W. & D. Seaman, (1994). Diffusion and adoption: Basic processes for social change. In D. J. Blackburn (Ed.), Extension handbook: Processes and practices (pp. 46–56). Toronto, Canada: Thompson Educational Publishing.
  • Maclure, R. (1997). Overlooked and undervalued: A synthesis of ERNWACA reviews on the state of educational research in West and Central Africa. Bamako, Mali: ERNWACA. Available at: www.rocare.org/Overlooked and Undervalued.pdf
  • Myhre, O. R. (1998). I think this will keep them busy: Computers in a teacher’s thought and practice. Journal of Technology and Teacher Education, 6(2/3), 93-103.
  • Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37, 163–178.
  • Pannell, D. J. (1999). Social and economic challenges to the development of complex farming systems. Agroforestry Systems, 45, 393–409
  • Parthemore, J. (2003). A secondary school computer lab in rural Brong Ahafo: A case study reflection on the future of secondary school computer literacy and computer based distance education in Ghana. Available at:http://www.wess.edu.gh/lab/reports/papers. pdf.
  • Rogers, E. M. (2003). Diffusion of innovations (5th ed.) New York: Free Press.
  • Samoff, J., Sebatane, E. M., Dembélé, M. (2003). Scaling up by focusing down: Creating space to expand education reform. Paper presented at the Biennial Meeting of the Association for the Development of Education in Africa. Arusha, Tanzania. 7–11 October 2001. Retrieved 9 June 2008 from www.rocare.org/SCALE7.pdf
  • Tchombe, T. M. S., Maiga, M., Toure, K., Mbangwana, M. A., Diarra, M. L., & Karsenti, T. (2008, May). Getting ready for higher education: Role of ICT in secondary schools. Paper presented at the ADEA Biennale. Maputo, Mozambique.
  • Todd, R. (1997). Information Technology and learning: A never-ending beginning. ACCESS, 11(1), 11-14.
  • Tomei, L. A. (2005). Taxonomy for the technology domain. USA: Information Science Publishing.
  • Waite S. (2004) Tools for the job: A report of two surveys of information and communications technology training and use for literacy in primary schools in the West of England. Journal of Computer Assisted Learning, 20, 11–21.
  • Watson, G. (2002). Models of information technology teacher professional development that engage teachers’ hearts and minds. Journal of Information Technology for Teacher Education, 10(1-2), 179-191.
  • Weva, K.W. (2003, December). Synthesis of studies on the generalization and sustainability of reforms. ADEA biennial meeting. Grand Baie, Mauritius. Retrieved 9 June 2008 from www. adeanet.org/biennial2003/papers/6A_Synthese%20Weva_ENG_final.pdf
  • Correspondence: B. M. Dzomeku, University of Education, Winneba, College of Agriculture
  • Education, Mampong Campus, Mampong-Ashanti, Ghana.
Yıl 2011, Cilt: 2 Sayı: 2, 151 - 162, 01.06.2011

Öz

Kaynakça

  • Aduwa-Ogiegbaen, S. E. & Iyamu, E. O. S. (2005). Using information and communication technology in secondary schools in Nigeria: Problems and prospects. Journal of Educational Technology & Society, 8(1), 104-112.
  • Asamoah, D. A. (2008). Learning through ICTs. Available at: http://www.digitallearning.in/ interveiw/ interview-details.asp?
  • Awotua-Efebo, E.B. (1999). Effective teaching: Principles and practice. Port Harcourt, Nigeria: Paragraphics.
  • Becker, H. J., Ravitz, J. L., & Wong, Y. T. (1999). Teacher and teacher-directed student use of computers. Teaching, learning and computing national survey (Report no. 3). Irvine, California, USA: Center for Research on Information Technology and Organizations at the University of California. Available at: www.crito.uci.edu/tlc/findings/computeruse/
  • Boakye, K. B. & Banini, D.A. (2008). Teacher ICT readiness in Ghana. In K. Toure, T.M.S. Tchombe, & T. Karsenti (Eds.). ICT and changing mindsets in education. Bamenda, Cameroon: Langaa; Bamako, Mali: ERNWACA /ROCARE.
  • Clyde, A. (1995). Computers in school libraries: The Internet and Australian schools. ACCESS, 9(2), 26-28.
  • Dankwa, W. A. (1997). SchoolNet: A catalyst for transforming education in Ghana. [Online]. Available at: http://www.isoc.org/isoc/whatis/conferences/inet/96/proceedings/c6/c6_1.htm.
  • Ely, D. P. (1993). Computers in schools and universities in the United States of America. Educational Technology, 33(9), 53–57.
  • Fouts, J. (February 2002). Research on computers and education: Past, present, and future. Retrieved 30 October 2002 from http://www.gatesfoundation.org/nr/downloads/ed/ evaluation/Computer_Research_ Summary.pdf
  • Gregoire, R., Bracewell, R., & Lafarriere, T. (1996). The contribution of new technologies to learning and technology in elementary and secondary school. Available at: http://www. tact. fse.unlaval.ca/fr/html/impactnt.html
  • Haddad,W. D. & Drexler, A.D. (2002). The dynamics of technologies for education. In W. Haddad & Drexler, A. D. (Eds.) Technologies for education: Potentials, parameters, and prospects. Washington DC: Academy for Educational Development.
  • Hakkarainen, K., Ilomaki, L., Lipponen, L., Muukkonen, H., & Rahikainen, M. (2000). Students’ skills and practices of using ICT : Results of a national assessment in Finland, Computers and Education, 34(2), 103-117.
  • Heeks, R. (1999). Information and communication technologies, poverty and development (Working Paper Series, Paper No. 5). Manchester, England: Institute for Development Policy and Management.
  • John, P.D. & Sutherland, R. (2004). Teaching and learning with ICT: New technology, new pedagogy? Education, Communication & Information, 4(1), 102-107.
  • Karsenti, T. & Tchaméni-Ngamo, S. (2007). Qualité de l’éducation en Afrique : le role potentiel des TIC. International Review of Education, 53, 665-686.
  • Koert, R. V. (2000). Providing content and facilitating social change: Electronic media and rural development (Based on case material from Peru). First Monday. http://firstmonday. org/issues/issue5_2/vankoert/index.html
  • Lamble, W. & D. Seaman, (1994). Diffusion and adoption: Basic processes for social change. In D. J. Blackburn (Ed.), Extension handbook: Processes and practices (pp. 46–56). Toronto, Canada: Thompson Educational Publishing.
  • Maclure, R. (1997). Overlooked and undervalued: A synthesis of ERNWACA reviews on the state of educational research in West and Central Africa. Bamako, Mali: ERNWACA. Available at: www.rocare.org/Overlooked and Undervalued.pdf
  • Myhre, O. R. (1998). I think this will keep them busy: Computers in a teacher’s thought and practice. Journal of Technology and Teacher Education, 6(2/3), 93-103.
  • Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37, 163–178.
  • Pannell, D. J. (1999). Social and economic challenges to the development of complex farming systems. Agroforestry Systems, 45, 393–409
  • Parthemore, J. (2003). A secondary school computer lab in rural Brong Ahafo: A case study reflection on the future of secondary school computer literacy and computer based distance education in Ghana. Available at:http://www.wess.edu.gh/lab/reports/papers. pdf.
  • Rogers, E. M. (2003). Diffusion of innovations (5th ed.) New York: Free Press.
  • Samoff, J., Sebatane, E. M., Dembélé, M. (2003). Scaling up by focusing down: Creating space to expand education reform. Paper presented at the Biennial Meeting of the Association for the Development of Education in Africa. Arusha, Tanzania. 7–11 October 2001. Retrieved 9 June 2008 from www.rocare.org/SCALE7.pdf
  • Tchombe, T. M. S., Maiga, M., Toure, K., Mbangwana, M. A., Diarra, M. L., & Karsenti, T. (2008, May). Getting ready for higher education: Role of ICT in secondary schools. Paper presented at the ADEA Biennale. Maputo, Mozambique.
  • Todd, R. (1997). Information Technology and learning: A never-ending beginning. ACCESS, 11(1), 11-14.
  • Tomei, L. A. (2005). Taxonomy for the technology domain. USA: Information Science Publishing.
  • Waite S. (2004) Tools for the job: A report of two surveys of information and communications technology training and use for literacy in primary schools in the West of England. Journal of Computer Assisted Learning, 20, 11–21.
  • Watson, G. (2002). Models of information technology teacher professional development that engage teachers’ hearts and minds. Journal of Information Technology for Teacher Education, 10(1-2), 179-191.
  • Weva, K.W. (2003, December). Synthesis of studies on the generalization and sustainability of reforms. ADEA biennial meeting. Grand Baie, Mauritius. Retrieved 9 June 2008 from www. adeanet.org/biennial2003/papers/6A_Synthese%20Weva_ENG_final.pdf
  • Correspondence: B. M. Dzomeku, University of Education, Winneba, College of Agriculture
  • Education, Mampong Campus, Mampong-Ashanti, Ghana.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA78AR24VM
Bölüm Makaleler
Yazarlar

Frank W. K. Amenyedzi Bu kişi benim

Mary N. Lartey Bu kişi benim

Beloved M. Dzomeku Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 2 Sayı: 2

Kaynak Göster

APA Amenyedzi, F. W. K., Lartey, M. N., & Dzomeku, B. M. (2011). The Use of Computers and Internet as Supplementary Source of Educational Material: A Case Study of the Senior High Schools in the Tema Metropolis in Ghana. Contemporary Educational Technology, 2(2), 151-162.
AMA Amenyedzi FWK, Lartey MN, Dzomeku BM. The Use of Computers and Internet as Supplementary Source of Educational Material: A Case Study of the Senior High Schools in the Tema Metropolis in Ghana. Contemporary Educational Technology. Haziran 2011;2(2):151-162.
Chicago Amenyedzi, Frank W. K., Mary N. Lartey, ve Beloved M. Dzomeku. “The Use of Computers and Internet As Supplementary Source of Educational Material: A Case Study of the Senior High Schools in the Tema Metropolis in Ghana”. Contemporary Educational Technology 2, sy. 2 (Haziran 2011): 151-62.
EndNote Amenyedzi FWK, Lartey MN, Dzomeku BM (01 Haziran 2011) The Use of Computers and Internet as Supplementary Source of Educational Material: A Case Study of the Senior High Schools in the Tema Metropolis in Ghana. Contemporary Educational Technology 2 2 151–162.
IEEE F. W. K. Amenyedzi, M. N. Lartey, ve B. M. Dzomeku, “The Use of Computers and Internet as Supplementary Source of Educational Material: A Case Study of the Senior High Schools in the Tema Metropolis in Ghana”, Contemporary Educational Technology, c. 2, sy. 2, ss. 151–162, 2011.
ISNAD Amenyedzi, Frank W. K. vd. “The Use of Computers and Internet As Supplementary Source of Educational Material: A Case Study of the Senior High Schools in the Tema Metropolis in Ghana”. Contemporary Educational Technology 2/2 (Haziran 2011), 151-162.
JAMA Amenyedzi FWK, Lartey MN, Dzomeku BM. The Use of Computers and Internet as Supplementary Source of Educational Material: A Case Study of the Senior High Schools in the Tema Metropolis in Ghana. Contemporary Educational Technology. 2011;2:151–162.
MLA Amenyedzi, Frank W. K. vd. “The Use of Computers and Internet As Supplementary Source of Educational Material: A Case Study of the Senior High Schools in the Tema Metropolis in Ghana”. Contemporary Educational Technology, c. 2, sy. 2, 2011, ss. 151-62.
Vancouver Amenyedzi FWK, Lartey MN, Dzomeku BM. The Use of Computers and Internet as Supplementary Source of Educational Material: A Case Study of the Senior High Schools in the Tema Metropolis in Ghana. Contemporary Educational Technology. 2011;2(2):151-62.