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An Exploration of Teachers’ Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools

Yıl 2012, Cilt: 3 Sayı: 1, 36 - 49, 01.03.2012

Öz

This study was conducted to explore teachers’ skills, perceptions, and practices about ICT in second-cycle institutions in Ghana. Questionnaires were distributed to 273 teachers in different departments, 241 were returned, and 231 were valid for data analysis, representing a response rate of 85%. The validity of the questionnaire was approved by a panel of experts in the field. The Cronbach’s alpha reliability coefficient was 0.91. Descriptive statistics and correlation were used to analyze data. Of the 231 teachers, 66% were males and 34% were females. Majority of the respondents were between the ages 30-39. The correlation analysis revealed positive correlation between ICT use and teachers’ competences. Further, teachers’ perceptions in terms of using ICT were found to be positive but not statistically significant. Finally, the study revealed inverse correlations among ICT use, age, and teaching experience. The descriptive results indicated that teachers’ knowledge in basic ICT applications as well as integrating ICT into teaching and learning processes was low. These results provide evidence that the introduction of ICT in teaching and learning has not brought any change in the delivery of education in second-cycle schools in Ghana. This also implies that teachers have not shifted from teacher-centered instruction to student-centered learning. From the findings of the study, it is recommended that courses such as computer supported learning, ICTs and designing instructional materials should be introduced in initial teacher training programs to improve teachers’ level of confidence and perceptions towards the use of ICT.

Kaynakça

  • Albirini, A. (2006). An exploration of the factors associated with the attitudes of high school EFL teachers in Syria toward information and communication technology (Unpublished dissertation). Ohio State University.
  • Altun, T., Alev, N., & Yigit, N. (2009). An investigation of pre-service science teachers’ views about their technical and pedagogical skills in the use of ICT. Proceedings of the 9th International Educational Technology Conference (pp.515-521). Ankara: Hacettepe University.
  • Bebell, D., Russell, M., & O’Dwyer, L. (2004). Measuring teachers’ technology uses: Why multiple measures are more revealing. Journal of Research on Technology in Education, 37(1), 45-63.
  • Becta (2008) Harnessing technology: Schools survey 2008. Retrieved 20 October 2011 from http://emergingtechnologies.becta.org.uk/uploaddir/downloads/page_documents/re earch/ht_schools_survey08_analysis.pdf. [Accessed 20th October 2011]
  • Becker, H. J., Ravitz, J. L., and Wong, Y. T. (1999). Teachers and teacher-directed student use of computers and software. Irvine, California: University of California Centre for Research on Information Technology and Organizations. Retrieved 9 January 2012 from http://www. crito.uci.edu/tlc/findings/computeruse/html/startpage.htm
  • Bingimlas, K. (2009). Barriers to successful integration of ICT in teaching and learning environment: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245.
  • Chapman, B. (2003). An assessment of business teacher educators’ adoption of computer technology (Unpublished dissertation). Virginia Polytechnic Institute and State University.
  • Drent, M. & Meelissen, M. (2008) .Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187-199.
  • Eugene, J. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Technology and Teacher Education, 14(3), 581-597.
  • EU Schoolnet. (2010). Summary: Netbook pre-pilot evaluation for teachers. Availabe at: http://www.eun.org/web
  • Gulbahar, Y. (2008). ICT usage in higher education: A case study on preservice teachers and instructors. Turkish Online Journal of Educational Technology, 7(1). Available at: http://www.tojet.net/articles/v7i1/713.pdf
  • Hew, K. F. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55, 223-253.
  • Howie, S. J., Muller, A., & Paterson, A. (2005). Information and communication technologies in South African secondary schools. Pretoria: JISRC
  • Huang, H. M. & Liaw, S. S. (2005). Exploring users’ attitudes and intentions toward the Web as a survey tool. Computers in Human Behavior, 21(5), 729-743.
  • Inan, F. A. & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research & Development, 58(2), 137-154.
  • Jegede, P. O., Odusola, O. D, Ilori, M. O. (2007). Relationships between ICT competence and attitude among Nigerian tertiary institution Lecturers. Educational Research and Review, 2(7), 172-175.
  • Keengwe, J. & Onchwari, G. (2008). Computer technology integration and student learning: Barriers and promise, Journal of Science Education and Technology, 17, 560–565.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd edition). New York: Guildford.
  • Korte, W. B. & Husing, T. (2007). Benchmarking access and use of ICT in European schools 2006: Results from head teacher and a classroom surveys in 27 European countries. E-learning Papers, 29(10), 1-6.
  • Lau, C. T. & Sim, C. H. (2008). Exploring the extent of ICT adoption among secondary teachers in Malaysia. International Journal of Computing and IT research, 2(2), 19-36.
  • Petrogiannis, K. (2010). The relationship between perceived preparedness for computer use and other psychological constructs among kindergarten teachers with and without computer experience in Greece. Journal of Information Technology Impact, 10(2), 99-110.
  • Rahimi, M. & Yadollahi, S. (2011). ICT use in EFL classes: A focus on EFL teachers’ characteristics. World Journal of English Language, 1(2), 17-29
  • Robinson, W. I. (2003). External and internal factors which predict teachers’ computer usage in K- 12 classrooms. Detroit, MI: Wayne State University.
  • Rosenfeld, B. & Martinez-Pons, M. (2005). Promoting classroom technology use. The Quarterly Review of Distance Education, 6(2), 145–153.
  • Rozell, E. J. & Gardner, W. L. (1999). Computer-related success and failure: a longitudinal field study of the factors influencing computer-related performance. Computers in Human Behavior, 15(1), 1-10.
  • Russell, M., Bebell, D., O’Dwyer, L. and O’Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297-310.
  • Simonson, M. (2004). Technology use of Hispanic bilingual teachers: A function of their beliefs, attitudes and perceptions on peer technology use in the classroom. Journal of Instructional Technology, 31(3), 257-266.
  • Snoeyink, R. & Ertmer, P. A. (2001). Thrust into technology: How veteran teachers respond. Journal of Educational Technology Systems, 30(1), 85-111.
  • Sorgo, A., Verckovnik, T., & Kocijancic, S. (2010). Information and communication technologies (ICT) in biology teaching in Slovenian secondary schools. Eurasia Journal of Mathematics, Science and Technology Education, 6, 37-46.
  • Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424.
  • van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19, 407–422.
  • Woodrow, J. E. (1992). The influence of programming training on the computer literacy and attitudes of pre-service teachers. Journal of Research on Computing in Education, 25(2), 200-219.
  • Yee, D. L. (2000). Images of school principals' information and communication technology leadership. Technology, Pedagogy and Education, 9(3), 287-302.
  • Correspondence: Charles Buabeng-Andoh, Ph.D. Candidate, Pentecost University College, Accra, Ghana
Yıl 2012, Cilt: 3 Sayı: 1, 36 - 49, 01.03.2012

Öz

Kaynakça

  • Albirini, A. (2006). An exploration of the factors associated with the attitudes of high school EFL teachers in Syria toward information and communication technology (Unpublished dissertation). Ohio State University.
  • Altun, T., Alev, N., & Yigit, N. (2009). An investigation of pre-service science teachers’ views about their technical and pedagogical skills in the use of ICT. Proceedings of the 9th International Educational Technology Conference (pp.515-521). Ankara: Hacettepe University.
  • Bebell, D., Russell, M., & O’Dwyer, L. (2004). Measuring teachers’ technology uses: Why multiple measures are more revealing. Journal of Research on Technology in Education, 37(1), 45-63.
  • Becta (2008) Harnessing technology: Schools survey 2008. Retrieved 20 October 2011 from http://emergingtechnologies.becta.org.uk/uploaddir/downloads/page_documents/re earch/ht_schools_survey08_analysis.pdf. [Accessed 20th October 2011]
  • Becker, H. J., Ravitz, J. L., and Wong, Y. T. (1999). Teachers and teacher-directed student use of computers and software. Irvine, California: University of California Centre for Research on Information Technology and Organizations. Retrieved 9 January 2012 from http://www. crito.uci.edu/tlc/findings/computeruse/html/startpage.htm
  • Bingimlas, K. (2009). Barriers to successful integration of ICT in teaching and learning environment: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245.
  • Chapman, B. (2003). An assessment of business teacher educators’ adoption of computer technology (Unpublished dissertation). Virginia Polytechnic Institute and State University.
  • Drent, M. & Meelissen, M. (2008) .Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187-199.
  • Eugene, J. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Technology and Teacher Education, 14(3), 581-597.
  • EU Schoolnet. (2010). Summary: Netbook pre-pilot evaluation for teachers. Availabe at: http://www.eun.org/web
  • Gulbahar, Y. (2008). ICT usage in higher education: A case study on preservice teachers and instructors. Turkish Online Journal of Educational Technology, 7(1). Available at: http://www.tojet.net/articles/v7i1/713.pdf
  • Hew, K. F. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55, 223-253.
  • Howie, S. J., Muller, A., & Paterson, A. (2005). Information and communication technologies in South African secondary schools. Pretoria: JISRC
  • Huang, H. M. & Liaw, S. S. (2005). Exploring users’ attitudes and intentions toward the Web as a survey tool. Computers in Human Behavior, 21(5), 729-743.
  • Inan, F. A. & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research & Development, 58(2), 137-154.
  • Jegede, P. O., Odusola, O. D, Ilori, M. O. (2007). Relationships between ICT competence and attitude among Nigerian tertiary institution Lecturers. Educational Research and Review, 2(7), 172-175.
  • Keengwe, J. & Onchwari, G. (2008). Computer technology integration and student learning: Barriers and promise, Journal of Science Education and Technology, 17, 560–565.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd edition). New York: Guildford.
  • Korte, W. B. & Husing, T. (2007). Benchmarking access and use of ICT in European schools 2006: Results from head teacher and a classroom surveys in 27 European countries. E-learning Papers, 29(10), 1-6.
  • Lau, C. T. & Sim, C. H. (2008). Exploring the extent of ICT adoption among secondary teachers in Malaysia. International Journal of Computing and IT research, 2(2), 19-36.
  • Petrogiannis, K. (2010). The relationship between perceived preparedness for computer use and other psychological constructs among kindergarten teachers with and without computer experience in Greece. Journal of Information Technology Impact, 10(2), 99-110.
  • Rahimi, M. & Yadollahi, S. (2011). ICT use in EFL classes: A focus on EFL teachers’ characteristics. World Journal of English Language, 1(2), 17-29
  • Robinson, W. I. (2003). External and internal factors which predict teachers’ computer usage in K- 12 classrooms. Detroit, MI: Wayne State University.
  • Rosenfeld, B. & Martinez-Pons, M. (2005). Promoting classroom technology use. The Quarterly Review of Distance Education, 6(2), 145–153.
  • Rozell, E. J. & Gardner, W. L. (1999). Computer-related success and failure: a longitudinal field study of the factors influencing computer-related performance. Computers in Human Behavior, 15(1), 1-10.
  • Russell, M., Bebell, D., O’Dwyer, L. and O’Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297-310.
  • Simonson, M. (2004). Technology use of Hispanic bilingual teachers: A function of their beliefs, attitudes and perceptions on peer technology use in the classroom. Journal of Instructional Technology, 31(3), 257-266.
  • Snoeyink, R. & Ertmer, P. A. (2001). Thrust into technology: How veteran teachers respond. Journal of Educational Technology Systems, 30(1), 85-111.
  • Sorgo, A., Verckovnik, T., & Kocijancic, S. (2010). Information and communication technologies (ICT) in biology teaching in Slovenian secondary schools. Eurasia Journal of Mathematics, Science and Technology Education, 6, 37-46.
  • Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424.
  • van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19, 407–422.
  • Woodrow, J. E. (1992). The influence of programming training on the computer literacy and attitudes of pre-service teachers. Journal of Research on Computing in Education, 25(2), 200-219.
  • Yee, D. L. (2000). Images of school principals' information and communication technology leadership. Technology, Pedagogy and Education, 9(3), 287-302.
  • Correspondence: Charles Buabeng-Andoh, Ph.D. Candidate, Pentecost University College, Accra, Ghana
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA64DC59HV
Bölüm Makaleler
Yazarlar

Charles Buabeng-andoh Bu kişi benim

Yayımlanma Tarihi 1 Mart 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 3 Sayı: 1

Kaynak Göster

APA Buabeng-andoh, C. (2012). An Exploration of Teachers’ Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools. Contemporary Educational Technology, 3(1), 36-49.
AMA Buabeng-andoh C. An Exploration of Teachers’ Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools. Contemporary Educational Technology. Mart 2012;3(1):36-49.
Chicago Buabeng-andoh, Charles. “An Exploration of Teachers’ Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools”. Contemporary Educational Technology 3, sy. 1 (Mart 2012): 36-49.
EndNote Buabeng-andoh C (01 Mart 2012) An Exploration of Teachers’ Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools. Contemporary Educational Technology 3 1 36–49.
IEEE C. Buabeng-andoh, “An Exploration of Teachers’ Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools”, Contemporary Educational Technology, c. 3, sy. 1, ss. 36–49, 2012.
ISNAD Buabeng-andoh, Charles. “An Exploration of Teachers’ Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools”. Contemporary Educational Technology 3/1 (Mart 2012), 36-49.
JAMA Buabeng-andoh C. An Exploration of Teachers’ Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools. Contemporary Educational Technology. 2012;3:36–49.
MLA Buabeng-andoh, Charles. “An Exploration of Teachers’ Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools”. Contemporary Educational Technology, c. 3, sy. 1, 2012, ss. 36-49.
Vancouver Buabeng-andoh C. An Exploration of Teachers’ Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools. Contemporary Educational Technology. 2012;3(1):36-49.