The impact of technology on the educational systems across nations is enormous.
Dlodlo and Sithole (2001), acknowledged that ICT is the fastest growing technology in
this dispensation and that its influence pervade all spheres of human performance. Man’s
activities have become more knowledge driven – using emerging Information
Communication Technologies (ICTs) such as computers, internet, digital equipment,
mobile phones, chat engines and many other digital and multimedia communication
technologies as the driving force in this direction.
In a practical illustration, Molosi (2001) observed that the internet used only four
years to reach fifty million users, while Television took thirteen years to attain the same
number of viewers. This goes to illustrate the speed at which technology is advancing.
This trend has brought to the fore the need for integration of ICT in the education. Ghana
in her 2007 New Education Reform (NER) made ICT a subject to be taught in school for
the first time and became examinable in Basic Education Certificate Examination (BECE).
The success of the study of ICT in schools is linked the ability of Educational
Administrators and Supervisors offer the technology based leadership. Consequently,
supports Supervisors and Educational Administrators need to be equip with some level of
ICT stills in order undertake any effective monitoring,. In effect, , if Educational
administrators or supervisors lack the basic knowledge on ICTs or computers they may
not be effective in accomplishing their duties.
In the light of the above, it has become expedient for the Educational
Administrators and Circuit Supervisors at the Metro Education Office, Takoradi in Ghana
to be equipped with skills in the use Computers and their associated basic applications.
Table of Contents
1. INTRODUCTION
2. PERFORMANCE ANALYSIS
2.1 Methodology
2.2 Target Population Analysis
2.3 Education/Qualification
2.4 Language
2.5 ICT Knowledge
2.6 Work Experience
2.7 Motivation
3. GOAL ANALYSIS RESULTS
3.1 General goals
3.2 Specific Goals
3.3 Refining/Refined Goals
3.4 Ranking/Ranked goals
3.5 Refine goals again
3.6 Final ranking
3.7 Learning Objectives
4. TASK ANALYSIS
5. STRATEGY AND MEDIA ANALYSIS MATRIX
6. COST ANALYSIS
Project Objectives and Thematic Focus
This work aims to enhance the professional capabilities of Educational Administrators and Supervisors at the Metro Education Office in Takoradi, Ghana, by equipping them with essential computer skills and digital literacy necessary for effective educational leadership and monitoring in a technology-driven system.
- Integration of ICT in educational administration and supervision.
- Assessment of current computer literacy and application software knowledge among staff.
- Development of practical training objectives for digital competency.
- Analysis of instructional strategies and necessary media for capacity building.
- Evaluation of resource requirements and cost analysis for implementing training activities.
Excerpt from the Book
INTRODUCTION
The impact of technology on the educational systems across nations is enormous. Dlodlo and Sithole (2001), acknowledged that ICT is the fastest growing technology in this dispensation and that its influence pervade all spheres of human performance. Man’s activities have become more knowledge driven – using emerging Information Communication Technologies (ICTs) such as computers, internet, digital equipment, mobile phones, chat engines and many other digital and multimedia communication technologies as the driving force in this direction.
In a practical illustration, Molosi (2001) observed that the internet used only four years to reach fifty million users, while Television took thirteen years to attain the same number of viewers. This goes to illustrate the speed at which technology is advancing. This trend has brought to the fore the need for integration of ICT in the education. Ghana in her 2007 New Education Reform (NER) made ICT a subject to be taught in school for the first time and became examinable in Basic Education Certificate Examination (BECE).
The success of the study of ICT in schools is linked the ability of Educational Administrators and Supervisors offer the technology based leadership. Consequently, supports Supervisors and Educational Administrators need to be equip with some level of ICT stills in order undertake any effective monitoring,. In effect, , if Educational administrators or supervisors lack the basic knowledge on ICTs or computers they may not be effective in accomplishing their duties.
Chapter Summaries
1. INTRODUCTION: Examines the growing importance of ICT in modern educational systems and identifies the specific need for computer training among administrative staff in Takoradi.
2. PERFORMANCE ANALYSIS: Provides a diagnostic assessment of the target population's demographic profile, existing ICT knowledge, and baseline qualifications to determine training needs.
3. GOAL ANALYSIS RESULTS: Defines the educational outcomes, refines these goals through iterative ranking, and establishes the final learning objectives for the participants.
4. TASK ANALYSIS: Breaks down essential computer skills—from basic operations to internet use—into specific facts, procedures, principles, and attitudes required for mastery.
5. STRATEGY AND MEDIA ANALYSIS MATRIX: Outlines the instructional design by matching specific learning objectives with corresponding teaching methods and required media resources.
6. COST ANALYSIS: Details the budgetary requirements for the planning, implementation, and evaluation of the training program, including logistics and material costs.
Keywords
ICT, Educational Administration, Computer Literacy, Capacity Building, Instructional Design, Task Analysis, Metro Education Office, Technology Integration, Performance Analysis, Staff Training, Ghana Education Reform, Skill Acquisition.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on assessing and enhancing the computer literacy levels of Educational Administrators and Supervisors at the Metro Education Office in Takoradi, Ghana, to ensure effective educational leadership.
What are the central themes of the work?
The central themes include digital transformation in education, the necessity of technical skills for administrative monitoring, and systematic instructional design for professional capacity building.
What is the core objective of the training program?
The primary goal is to ensure that educational officers gain proficiency in basic computer operations, MS Suite applications, and internet use to improve their operational effectiveness.
Which methodology was employed for the assessment?
The author utilized a structured questionnaire incorporating a four-point Likert scale to evaluate the demographic data and technical skill levels of the target population.
How does the work address the instructional approach?
It utilizes a Strategy and Media Analysis Matrix, which correlates specific learning objectives with instructional strategies like demonstrations and practice, alongside necessary learning materials.
Which keywords best characterize this research?
The research is characterized by terms such as ICT integration, capacity building, instructional design, and educational supervision.
How did the author define the 'Specific Goals' for the training?
The goals were refined through an iterative ranking process, starting with a broad list of ten technical tasks and narrowing them down to a final set of seven essential competency areas.
What does the cost analysis specifically include?
The cost analysis provides a comprehensive breakdown of expenses including equipment (computers and projectors), accommodation, meals for learners, and honorariums for instructors over the three-day training period.
How does the 'Task Analysis' support the learning process?
For each task, such as creating a word document or using the internet, the author breaks down the learning requirements into facts to be memorized, procedures to be followed, principles to be internalized, and attitudes to be developed.
- Quote paper
- James Sunney Quaicoe (Author), 2011, Equipping Educational Administrators and Supervisors at the Metro Education Office with skills in the use of computers, Munich, GRIN Verlag, https://www.grin.com/document/202586
