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
REFERENCES
APPENDIX
ABSTRACT
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. 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 study revealed that majority of the teachers have poor attitude towards the teaching of ICT. Majority of the teachers has good competency level in MS word and spreadsheets use but not in email use. On the contrary, most of the teachers lack training and knowledge about computers and have no previous experience in the use of computers. Again, it was recommended that teachers should be given the necessary training in ICT usage so that they become familiar with modern pedagogy of imparting knowledge and skills.
ACKNOWLEDGEMENTS
I wish to express my profound gratitude to my supervisor, Professor Paul Dela Ahiatrogah who encouraged and supported me throughout the study. May Jehovah bless you.
I also want to thank all the special people in my life more especially my wife, Mrs. Joyce Darkowaa Barfi, not forgetting my mother Madam Christiana Osei Barfi for their immense support.
Finally, to all who has contributed to this work in diverse ways, I say thank you and may the good God richly reward your efforts.
DEDICATION
To my wife, Mrs. Joyce Darkowaa Barfi and my entire family for their support and prayers in making my dream come true.
LIST OF TABLES
1 Distribution of Teaching Experience of Respondents
2 Frequency Distribution of Attitude levels of the Teachers
3 Mean of Means Attitude of the Respondents
4 Respondents Competency levels in their Personal Use of ICT
5 Mean of Means Competency levels of the Respondents
6 Respondents view on Receiving ICT Training Joining the Teaching Profession
7 Factors Preventing Teachers from Using ICT/Computers
8 Pearson Correlation (Mean Attitude and Competence
9 Mean and Standard Deviation of Male and Respondents
LIST OF FIGURES
1 Ages of Respondents
2 Gender of Respondents
3 Highest Academic Qualification of the Respondents
4 Respondents View on Attending ICT Training
LIST OF ACRONYMS
Information and Communication Technology (ICT)
Junior High School (JHS)
Senior High School (SHS)
Information Communications Technology for Accelerated
Development (ICT4AD)
Ghana Education Service (GES)
Statistical Product and Service Solution (SPSS)
CHAPTER ONE: INTRODUCTION
Background to the Study
The ascendency and expeditious development of Information and Communication Technology (ICT) has transformed society from the information technology age to the innovation-driven age. ICT plays an important role in the development of a country when we take into account the social, cultural and economic role of computers. It is widely acknowledged that ICT can be used to improve the quality of teaching and learning. ICT is becoming a natural part of man’s daily life; thus their use in education by teachers is becoming a necessity.
In Ghana, the use of ICT is spreading very fast across all age barriers. It has been noticed that ICT can boast education delivery. Teaching and learning has been made much easier with the use of ICT in schools. ICT have nurtured students who are able to engage themselves actively and committed in their own learning, who again develop new ideas collaboratively with passion for learning.
ICT is defined as the use of technological tools to process, convert, manipulate, store, send and receive data. It encompasses the computer hardware, software, telecommunication and several other devices (audio, video, photography camera, etc.) that convert information (text images, sound, etc.) into digital form (Milken, 1999).
Information and communications technologies are computer based tools used by people to work with information and communication processing needs of an organization. Its purview covers computer hardware and software, and other digital devices like video, audio, camera, and so on.
Sampson and Fytros (2008) defined competence as a personal characteristics (e.g. skills, knowledge) that an individual possesses or needs to acquire, in order to perform an activity in a specific context, whereas performance may range from the basic level of proficiency to the highest levels of excellence.
Government of Ghana has therefore developed a policy on ICT usage in education. However, the success of this project has implications for attitudinal change and display of competence in the use of ICT by teachers and students. Simply having laptops in schools will not guarantee their effective use. Regardless of the quantity and quality of technology placed in classrooms, the key to how those tools are used is the teacher; therefore teachers must have the competence and have the right attitude towards technology. Attitudes refer to one’s positive or negative judgment about a concrete subject (Kadel, 2005). There is a common saying that attitude determines altitude.
The country is yet to fully implement all the various facets of the Anamoah-Mensah Educational Reform which was proposed in 2002. Currently, the educational system consists of six years of Primary School, followed by three years of Junior High School (JHS) and three years of Senior High School (SHS). Kindergarten (Pre-School) has been integrated fully into the primary education which would have made it eleven years of basic education.
Ghana has developed a national framework on which the deployment of ICT in the education sector is to be based. This framework is contained in the Information Communications Technology for Accelerated Development (ICT4AD) document (Republic of Ghana, 2003) developed under the able chairmanship of Professor Clement Dzidunu. The ICT4AD policy seeks to provide a framework in which information and communication technologies will be used to transform the education sector, allowing all Ghanaians to pursue quality lifelong learning opportunities regardless of their geographical location.
One problem with the implementation of ICT in senior schools is that, it is skewed in favour of schools categorized as premier schools and schools in urban areas. Also, at the basic level, it is skewed in favour of schools categorized as public schools. At this juncture, it is critical that policy makers ensure that ICT does not become another tool for perpetuating educational inequalities considering the fact that presently not all educational institutions in Ghana have access to ICT facilities.
It is against this background that the study seeks to examine the attitude and competence level with respect to adequate training and qualification of teachers in the use of ICT, and attitude of the teacher towards the teaching of ICT. Word processing skills, spreadsheets and usage of the email are indicators that were used to measure the ICT competence level of the basic school teachers.
Statement of the Problem
In Ghana the educational reforms have not brought the much needed results in terms of national objective of preparing its manpower potential to meet the growing demands of the national economy. Considering the Ghanaian educational work force where generational differences prevail, one cannot overlook the benefits of ICT. The use of ICT tools for enhancing teachers’ instruction, and as a catalyst for improving access to quality education in formal and non-formal settings has become a necessity. Recognizing the impact of new technologies on the workplace and everyday life, teacher education institutions try to restructure their educational programmes and classroom facilities, in order to facilitate the potentials of ICT in improving the content of teacher education.
In short, the essence of using technology is to help accomplish a task with least minimum input. If teachers perceive the use of ICT to be given optimal results in teaching and learning with minimum effort then teachers would use ICT more frequently. It must however be known that ICT can never solve all the problems of education although the appropriate use of it can stimulate the development of higher cognitive skills, deepen learning and contribute to the acquisition of skills needed for learning.
Also, following the success of Ghana’s first ICT week in 2003, the second forum witnessed extensive presentations such as the role of ICT in education as the bedrock for sustainable national development. Teachers must be interested in the usage of ICT, so that they can encourage and help students in its use. In fact, a curriculum for ICT training and examinations at the basic school level has been put in place. Lack of adequate training and experience is one of the main reasons why teachers do not use technology in their teaching. This also results in teachers’ negative attitude towards computer and technology usage as an effective learning aid.
Major ICT competencies required by teachers were highlighted by Kirschner and Woperies (2003) to include competency level in making personal use of ICT; mastery of a range of educational paradigms that make use of ICT; adequate training and qualification of teachers in the use of ICT; competency level in using ICT as tool for teaching, competency in mastering a range of assessment paradigms which involves use of ICT; and competency in understanding the policy dimensions of the use of ICT for teaching and learning. Teacher education should focus on the need for teachers to have ICT skills for their own use in the preparation of materials for teaching and learning activities; the need to facilitate the direct use of ICT in students’ learning activities within the classroom situation; and the need for teachers to develop in their students a critical awareness of ICT applications and the social implications (Robbins, 2008).
The government of Ghana has been trying to provide teachers and students with free laptops to improve teaching and learning. When you go round the country, you will see some teachers having access to these better Ghana agenda laptops, but some teachers do not use them in their teaching. Is it because they do not know how to use these laptops or they do not have the needed equipment’s to use these laptops in their teaching? Some of the teachers who have these laptops still give the examination questions and class texts to typist to type for them and they are charged, even though they have their school laptops with them.
Gaining an appreciation of teachers’ attitude and perceived competence level in the use of ICT may provide useful insight into the future of technology integration, acceptance and usage in teaching and learning in Ghanaian teacher education institutions and other developing countries. The research seeks to measure the attitude and competence level of basic school teachers in teaching ICT in the Cape Coast Metropolis.
Purpose of the Study
The research will measure the attitude and competence level of basic school teachers in teaching ICT. Specifically, the research will investigate into:
i. The teacher’s attitude towards the teaching of ICT.
ii. The competence level of basic school teachers in teaching ICT.
iii. To examine whether the teachers have gotten the adequate training and qualification in the use of ICT in teaching.
iv. The barriers hindering the integration of ICT in education.
Research Questions
In order to address the specific objectives, the following questions were formulated to guide the study:
1. What is the attitude of teachers towards teaching ICT?
2. What is the competency level of the teachers in their personal use of ICT?
3. What is the level of requisite training and qualification of teachers in the use of ICT in teaching?
4. What are the barriers hindering the integration of ICT in education?
Research Hypotheses
The research was guided by the following hypotheses:
i. The attitude of teachers in basic schools has no statistically significant effect on their competence in ICT usage.
ii. There is no statistically significant difference between the attitude of male and female teachers towards ICT.
Significance of the Study
A study into attitude and competence level of basic school ICT teachers will make some contribution to the existing knowledge. At the end of the study, it is hoped that teacher’s competency level in teaching ICT will be improved and their entire performance gap in teaching ICT will be addressed. The study will seek to provide an assessment of the attitude and competence level among basic school teachers in the Cape Coast Metropolis.
The essence of any research is to address the void in our minds and add new knowledge to the existing ones. It is expected that the results of the study will help policy-makers or curriculum developers in Ghana to determine ICT programmes and strategies to improve the current methods of teaching.
This study may also help to raise awareness among Policymakers, Directors of Education, Head teachers and teachers, about the barriers to ICT integration that exist in basic schools. A thorough understanding of barriers, will inform educators, in deciding how to address them, with the hope that they can be minimized if not eliminated entirely.
Delimitation of the Study
It would have been best to interview all basic schools teachers in Ghana on their competence level, and attitude towards teaching ICT, to arrive at the best result to make the needed recommendations but owing to limited time to write and present the dissertation, the study was limited to only ICT teachers in Cape Coast Metropolis in the Central Region of Ghana.
Sampson and Fytros (2008) described seven basic skills commonly used in ICT applications and they are internet, email, spreadsheets, word processing, file navigation, presentation packages, and databases. Only the following ICT skills were measured; word processing skills, spreadsheets and email usage whilst the rest of the indicators were the delimitations.
Limitations of the Study
The limitations of this study warrant discussion and suggest the need for caution when interpreting the results. The findings of this study will only be generalized for all sampled basic schools in Cape Coast Metropolis, but could not be generalized for all basic schools in Ghana because of the sampling procedure that was used for selecting the teachers and schools.
Braginsky and Braginsky (1974) argued that, generalization may distort and obscure the findings of any analyst, but quickly added that, statistical procedures do not assure “truth”. Citing the views of those authorities on the contention that, logical errors may occur when generalizing from a small sample to a large universe especially when the studies is about people. Braginsky and Braginsky (1974), again stated that statistical procedures do not guarantee objectivity results and conclude that statistical generalization does not provide wisdom or foolishness; but both are a function of the intelligence and good sense from an investigator who uses this procedures.
Definition of Terms
Attitude: A predisposition or a tendency to respond positively or negatively towards a certain idea, object, person, or situation.
Skills: The abilities needed to handle and create information and knowledge, which means skills such as problem-solving, critical-thinking, analysis, collaboration, communication, understanding others’ points of view, and being able to use ICT which is a key tool for handling information.
ICT Competence: the skills, knowledge and understanding needed to do something successfully.
ICT: Information and Communication Technology, which means computers, mobile or cellular phones, digital cameras, satellite navigations systems, electronic instruments and data recorders, radio, television, computer networks, and almost anything which handles and communicates information electronically.
Organization of the Rest of the Study
The study is organized into five different chapters. The first chapter talks about the background to the study, the statement of the problem, the research objectives and questions. The chapter also deals with the significance of the study, the delimitations and limitations encountered in the study. The second chapter deals with the review of the related literature and the theoretical framework. The third chapter talks about the research methodology that was used in the study. The fourth chapter dealt with the presentation and analysis of the data collected. The last chapter, which is chapter five talks about the summary of findings, the conclusions that were drawn and the recommendations thereof.
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Introduction
The research seeks to review literature based on the objectives and research questions. There is the need to review literature related to this work to establish the basis for the study. For easy referencing, this literature is reviewed under the following sub-headings:
Theoretical framework
Conceptual framework
Teachers Competence level in ICT
Requisite Training and Qualification of Teachers Teaching ICT
Barriers hindering the Integration of ICT in Education
Education and ICT
Research has it that the use of computers became popular in the 1980’s when personal computers became available to consumers (Teye, 2012). Again research has shown that it is this global competition that influenced governmental policies all over the world in ensuring that they keep pace with these technological advancements. These policies motivated the mass production of computers for schools.
According to Pelgrum & Law (2003) history has it that towards the end of the 1980’s, the term ‘information technology’ began to replace the word ‘computer’. The term information technology therefore referred to computer’s processing ability, indicating a shift from computing technology to the capacity to store and retrieve information. Pelgrum & Law (2003) again posited that the term ICT emerged, signaling the introduction of email and electronic messaging with computer technology. Simply put, ICT is an accepted acronym of the word information communication technology. It is a diverse set of technological tools and resources used to communicate and to create, disseminate, store and manage information (Blurton, 1999). This means that ICT helps in the storage and management of information. Also Ayo (2001) defined ICT as the use of computer systems and telecommunications equipment’s in information processing.
Finally, ICT as described by Scott (2002) encompasses a range of applications, communications and technologies which aid information retrieval and research communication and administration. These include: internet access, electronic mail, CD-ROMS, telephone, on line databases, library services and fax machines.
The emerging phenomenon was welcomed in the 1980’s that educational systems needed to prepare students to adjust to and survive in this new technologically driven society. This meant preparing students for “lifelong learning in an information society” (Pelgrum & Law, 2003, p.20). Allied to this, early advocates of ICT integrated education, saw it as a catalyst for change, fostering skills in problem solving and critical thinking, as well as the development of student centred learning (McGrail, 2005).
According to Kozma (2008) there are three rationales for the introduction of ICT into education. The first one is the economic rationale which refers to the role it can play in preparing students as future workers, leaders and in supporting economic development of every nation. The second is the social rationale where ICT investment aims to increase knowledge sharing, encourage cultural creativity, increase civic participation, make government services more accessible and finally enhance social cohesion. The third and final rationale is the educational and pedagogic rationale where ICT can advance educational reform and improve educational management structures or curriculum developers.
Similarly, Hennessy (2005) broadly concur and identified three reasons for the use of ICT in teaching and learning; the development of new skills and ideas for the information age, increased productivity in any business field and the development of quality and effective learning.
Hawkridge (1990) proposes four rationales for the utilization of computers in schools. He notes these as social, vocational, pedagogical and catalytically. The social and vocational rationales point to the increased use of ICT in all spheres of human activity. The pedagogical and catalytically rationales relate to the effects of technology on students and schools.
According to Bigum (2007), using computers in schools stem from technological and socially determined points of view. His standpoint is that the school systems within which the computer is used, is driven by computers. He argues that a change occurs within the education system using the computer and that change is as a result of the effect of technology.
Bigum (2007) argues that the social context sees computers as neutral technology-technical means of achieving a defined purpose in education. Two contexts emerge and are used in this study; they are the social context and the pedagogical context. The social context runs along the lines of Hawkridge (1990) social and vocational rationales, whiles the pedagogical context agrees with Hawkridge's pedagogical and catalytical rationales. The pedagogical context also agrees with the views of Bigum (2007).
Meelissen (2008), identify three objectives for the integration of ICT in education. They are:
1. the use of ICT as a ‘discipline or profession’,
2. ICT as a ‘teaching or learning medium’ and
3. the use of ICT as an ‘object of study’.
It can be gleaned from these objectives that integration involves aiding the teaching and learning process (apart from the third objective which is a discipline in itself). Successful integration of ICT in education can lead to a number of benefits. The next sub-heading will look at some of the benefits.
There have been concerns by the stakeholders of education in Ghana about the use of ICT by teachers and students since the 1990’s in our schools. The acquisition of knowledge in ICT by the students will help them in their research, assignment, and learning. Teachers on the other hand, can even use computers to write lesson notes, prepare materials for teaching and learning. Thus, computers have become a routine tool for helping teachers accomplish their professional work successfully (Becker, Ravitz & Wang, 2009).
Benefits of ICT Use in Education
The use of technology in the learning environment has become an unstoppable force in recent years (Cohen, 2004; Laubsch, 2006). ICT impacts on a large section of education, from record keeping and school websites to the creation of online learning communities (Bishop, 2007). Educational institutions can use specialized websites to make learning resources available online at any time. Some educational institutions do not even require students to be physically present. Virtual classrooms have flourished in tandem with improved internet accessibility. The significant barriers of time and distance are rendered almost obsolete in such virtual classrooms (Stennes, 2008).
However, the benefits of ICT use in the classroom depend on the success with which it has been integrated (Condie & Munro, 2007). Dawes (2001) asserts that new technologies could support education across the entire curriculum, providing innovative opportunities for effective communication. ICT in education has undoubted potential, to be influential in changing teaching methodologies.
Studies have also demonstrated that computer use can result in effective literacy gains. There is empirical evidence that students, who are having difficulties with reading, can, be motivated and engaged through the use of ICT (Segers & Verhoeven, 2002). Condie and Munro (2007) concluded that the use of ICT has had positive effects in a number of subjects, as well as being constructive in assisting students that are marginalized as a result of personal or familial issues.
Research has shown that many students benefit from the use of ICT (Frear & Hirschbuhl, 1999). Wishart and Blease (2009) claim that students get immediate feedback or rewards when using educational games in learning. Papert (2003) asserts that the computer is a tool, allowing for the construction of higher order thinking, facilitating users to take responsibility for their learning when making decisions, while Korte and Housing (2007) refer to its ability to motivate students learning.
Furthermore, Kozma and Anderson (2002) claim that ICT is transforming education by introducing new curricula based on real life problems, providing different tools to enhance learning, providing students and teachers with more opportunities for feedback and reflection. Social Constructivism places emphasis on this type of student centered learning, viewing the teacher as a guide or facilitator, motivating students to discover things for themselves (Vygotsky, 1978).
Schoepp (2005) asserted that constructivist approaches dominate learning environment for technology to have a significant impact on learning. However, it must be remembered that the use of ICT in classrooms is a relatively new phenomenon when compared to traditional teaching methods in Ghana.
According to Hawkridge (1990), computers as pedagogical tools in Computer Assisted learning or Computer Assisted Instructions offer advantages over other methods of teaching and have revolutionized education in advanced countries. He further stated that computers are useful tools for pupil’s drills and practice. The computer serves as a cognitive tool. Its software programs are able to amply, extend or enhance human cognition (Kozma, 2008). They are designed to aid users in task relevant, cognitive components of performance, leaving the performance open-ended hand controlled by the learner (Fouche, 2005). The impedance of ICT in teaching and learning has prompted Todd (1997) to declare that a real learning revolution has stand in which educators use information technologies to provide learning experiences that are qualitatively different from their predecessors. Despite the advantages that computers offer in education, Bigum (2007) recommends that ICT should not be seen as the only educational tool, but as one of a number of possible tools which could be used to teach content.
Thapisa and Baribwa (2008) stated that evidence shows that to innovate and create stocks of information and knowledge by utilizing ICT, developing nations need telecommunication networks that can support electronic data exchange. Dankwa, (2007) points out that many secondary schools in Ghana can boast of a computer laboratory through which students are gaining basic computer literacy. A number of these schools have internet facilities, enabling students to deepen their connection to the outside world.
Although this is encouraging information, extensive review of documents of NGOs that are spearheading ICT implementation in Ghanaian schools reveals that most secondary schools now are benefiting from ICT and are either located in urban areas or are classified as premier secondary schools (Dankwa, 2007).
In spite of these benefit ICT offers, many teachers are reluctant to facilitate substantial student use of computers for learning activities (Corte, 2010). Although ICT learning is good, it can also have its bad sides. Some students may use it for trivial purposes or use it to engage in immoral activities (Dellit, 2002). However, literature has attested to the power of ICT, if effectively taught in the classroom, can have effect on teaching and learning processes (Fonkua, 2006).
It has even been suggested that using technology well in the classroom can even prepare students to be more effective citizens in increasing open and democratic societies (John & Sutherland, 2004). Research in West and Central Africa shows that ICT for teaching and learning in school environment can contribute to developing child centered approach to pedagogy (Rocare, 2006).
Theoretical Framework
The study is underpinned by Kelmans’ (1964) Compliance Theory which states that when an individual accepts influence from another person or group because he hopes to achieve a favourable reaction from the other.
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