The general purpose of the study is to examine the attitude and competence level of basic school teachers in teaching ICT in Cape Coast Metropolis. In all 50 schools and 150 teachers were selected for the study. SPSS version 20.0 was the software used for the data analysis. The sampling technique that was used is stratified random sample. Frequency tables, t-test, pie charts, bar chats, mean and standard deviation were also used in presenting the data.
The use of ICT has impacted to some extent on almost every facet of our daily activities. Students of today grow up with an array of technology, both at home and at school. Educators and governments have also devoted huge resources to the provision of technology in the learning environment. Despite the increase in ICT tools in Ghanaian basic schools, some teachers do not use them in their teaching.
Table of Contents
CHAPTER ONE: INTRODUCTION
CHAPTER TWO: REVIEW OF RELATED LITERATURE
CHAPTER THREE: METHODOLOGY
CHAPTER FOUR: RESULTS AND DISCUSSION
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Research Objectives and Themes
The primary objective of this study is to assess the attitudes and competency levels of basic school teachers regarding the integration of Information and Communication Technology (ICT) into their classroom instruction in the Cape Coast Metropolis. The research investigates whether teachers possess the necessary training to effectively utilize digital tools, while identifying existing barriers that hinder the adoption of ICT as an pedagogical aid in Ghanaian basic schools.
- Analysis of teacher attitudes toward the adoption of ICT tools in education.
- Evaluation of teacher competency levels in essential ICT applications (Word, Spreadsheets, Email).
- Assessment of the role of prior ICT training and professional qualifications.
- Identification of extrinsic and intrinsic barriers to ICT integration in the school environment.
- Exploration of demographic factors influencing ICT usage among teachers.
Excerpt from the Book
Lack of Confidence
Numerous studies carried out posits that lack of confidence prevents teachers from using ICT. According to BECTA (2004), many teachers who are unskilled in ICT are not prepared to use them in the classroom or in front of students who might probably know more than them. This lack of confidence is further deepened with the expectation of students on the competence of their teachers in the use of ICT. This is so because students are of the view that their teachers know more than them and with this at the back of their mind, if he or she the teacher is even having a fair knowledge about ICT, will not be willing to go and disgrace him or herself before the students.
The lack of confidence in the use of ICT is in most instances accounted for by the inconsistency between training and usage. This is so because most teachers even if they have received training in the use of ICT can still fail to integrate it into teaching. BECTA (2004) says that lack of confidence is linked to other barriers affecting the use of ICT. The report mentioned fear of ICT as a factor that can compromise the level of confidence. Other factors that were mentioned included lack of technical assistance which can lead to low confidence levels, lack of competence and the quality of training received.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: This chapter provides the study's background, stating the importance of ICT in modern education and outlining the specific research objectives, questions, and hypotheses regarding teacher competence in Cape Coast Metropolis.
CHAPTER TWO: REVIEW OF RELATED LITERATURE: This chapter reviews theoretical frameworks and existing empirical studies on the benefits of ICT in education, highlighting the significance of teacher attitudes, competency levels, and the common barriers to integration.
CHAPTER THREE: METHODOLOGY: This chapter describes the research design, specifically the descriptive survey method, the sampling techniques used to select 150 teachers, and the instruments employed for data collection and analysis.
CHAPTER FOUR: RESULTS AND DISCUSSION: This chapter presents the findings based on demographic data and research questions, discussing the respondents' attitudes, competence levels, and the various factors preventing effective ICT integration in schools.
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS: This chapter summarizes the study's key findings, draws final conclusions, and provides practical recommendations for policymakers and stakeholders to improve ICT usage in basic schools.
Keywords
Information and Communication Technology, ICT, Teacher Attitude, Competence Level, Basic School Teachers, Cape Coast Metropolis, ICT Integration, Pedagogical Aid, Teacher Training, Professional Development, Educational Reform, Computer Literacy, Technology Adoption, Teaching Methodology, Classroom Instruction.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on evaluating the attitude and ICT competency levels of basic school teachers within the Cape Coast Metropolis, exploring how these factors impact the integration of technology in teaching.
What are the central thematic areas of the study?
The study centers on teacher attitudes, technical competence in software tools, the availability and impact of ICT training, and the common barriers preventing teachers from using computers in their classrooms.
What is the research goal?
The main goal is to measure teacher performance gaps in ICT usage to provide insights that help policy-makers and curriculum developers create more effective strategies for ICT integration in Ghanaian schools.
Which scientific methodology was applied?
The study employed a descriptive survey design, utilizing stratified random sampling to collect data from 150 teachers through a structured questionnaire, which was then analyzed using SPSS version 20.0.
What is covered in the main body of the work?
The main body covers the literature review on global and local ICT trends in education, detailed research methodology, presentation of findings regarding teacher demographics and skills, and the testing of research hypotheses.
Which keywords define this work?
The key themes are defined by terms such as ICT integration, teacher attitude, pedagogical aid, and professional development in the context of basic education in Ghana.
How does the lack of confidence affect ICT usage?
The research indicates that teachers often avoid using ICT in front of students because they fear their own lack of skill might be exposed, creating a sense of anxiety that prevents them from adopting new technologies.
What did the study reveal about MS Word versus Email usage?
The study found that while most teachers displayed moderate to good competency levels in using MS Word and spreadsheets, they lacked sufficient competence when it came to using email as a teaching or communication tool.
Did gender influence teacher competence?
No, the study concluded that there was no statistically significant difference between male and female teachers regarding their attitude toward ICT or their measured competence level, suggesting that obstacles affect all teachers regardless of gender.
- Quote paper
- Kwaku Barfi (Author), 2015, Basic school teachers and the teaching of ICT. Attitude and competence level in Cape Coast Metropolis, Munich, GRIN Verlag, https://www.grin.com/document/906649
