Basic School Teachers’ ICT Knowledge and Skills in Integrating Technology into Teaching and Learning

Bernard Wiafe Akaadom; Doris Gorni

doi:doi:10.11648/j.ijdst.20230902.11

| Peer-Reviewed

Basic School Teachers’ ICT Knowledge and Skills in Integrating Technology into Teaching and Learning

Bernard Wiafe Akaadom, Doris Gorni

Published in International Journal on Data Science and Technology (Volume 9, Issue 2)

Received: 7 December 2022 Accepted: 24 February 2023 Published: 18 September 2023

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Information and communication technology (ICT) has become an indispensable tool in the hands of the modern-day teacher for diverse reasons which ranges from teaching to information resource. The study looked basic in-service teachers’ ICT knowledge and skills in integrating technology into teaching and learning in some selected Ghanaian basic schools across two regions of the country. The study adopted a descriptive approach sampling 134 purposively selected teachers from four basic schools; two of which were private and the other two from government schools. The study revealed that teachers in the selected schools found it difficult to use ICT to make their own teaching and learning materials, and rated their knowledge on computers and their functions as modest. Again, they hardly used drill and practice as a medium of instruction. Conversely, they affirmed encouraging pupils in class to search for relevant information on the Internet as well as asking students to undertake tasks or follow up class work at home on the computer. It was good to see a positive relationship between teachers’ level of computer knowledge, skills and ICT integration in the teaching and learning process in classroom in this study. Thus, schools should make all efforts to encourage autonomy and teamwork to enhance ICT use among the teaching staff and give flexibility for teachers to adapt ICT integration in the classroom.

Published in	International Journal on Data Science and Technology (Volume 9, Issue 2)
DOI	10.11648/j.ijdst.20230902.11
Page(s)	20-27
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

ICT Knowledge, ICT Skills, ICT Tools, ICT Integration, Teamwork

References

[1]	Akaadom, B. W. (2010). The impact of institutional technology on student comprehension and retention levels: a study of traditional and non-traditional student populations in the Kumasi metropolis (Doctoral dissertation, University of Cape Coast).
[2]	Annadurai, R., & Ganesan, R. A. (2017). Perspectives of information and communication technology in modern education. Thiagarajar college of preceptors, 158.
[3]	Annis, L. F. (2019). The child before birth. Cornell University Press.
[4]	Apuke, O. D., & Iyendo, T. O. (2018). University students' usage of the internet resources for research and learning: forms of access and perceptions of utility. Heliyon, 4 (12), e01052.
[5]	Basri, W. S., Alandejani, J. A., & Almadani, F. M. (2018). ICT adoption impact on students’ academic performance: Evidence from Saudi universities. Education Research International, 2018.
[6]	Chen, J., Wang, M., Kirschner, P. A., & Tsai, C. C. (2018). The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: A meta-analysis. Review of Educational Research, 88 (6), 799-843.
[7]	Dhakal, P. K. (2018). Use of ICT tools in teaching mathematics in higher education: A case of mid-Western University. International journal of multidisciplinary perspectives in higher education, 3 (1), 81-88.
[8]	Eskaraeva, S., & Torebaeva, F. (2014). The use of computer presentations at the English lessons. ВЕСТНИК КАРАКАЛПАКСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА ИМЕНИ БЕРДАХА, 23 (2), 117-120.
[9]	Government of Ghana (2007a). Ghana education reform 2007. Retrieved 2 May 2009 from http://www.ghana.gov.gh/index.php/governance/ministries/331-ministry-of-education
[10]	ICT4AD, (2003). Ghana ICT for Accelerated Development (ICT4AD) Policy. Assessed October, 1, 2010.
[11]	Inan, F. A., Lowther, D. L., Ross, S. M., & Strahl, D. (2010). Pattern of classroom activities during students’ use of computers: Relations between instructional strategies and computer applications. Teaching and Teacher Education, 26 (3), 540-546.
[12]	Michael, A. (2015). Modern automobile vehicle repair practices in micro, small and medium scale garages in Ghana. International Journal of Science, Technology and Society, 2 (6), 216-222.
[13]	Milne, E. (2012). Letters, postcards, email: Technologies of presence (Vol. 24). Routledge.
[14]	Prasanna, R. P. I. R., Jayasundara, J. M. S. B., Naradda Gamage, S. K., Ekanayake, E. M. S., Rajapakshe, P. S. K., & Abeyrathne, G. A. K. N. J. (2019). Sustainability of smes in the competition: A systemic review on technological challenges and sme performance. Journal of Open Innovation: Technology, Market, and Complexity, 5 (4), 100.
[15]	Robinson, J., Dusenberry, L., Hutter, L., Lawrence, H., Frazee, A., & Burnett, R. E. (2019). State of the field: Teaching with digital tools in the writing and communication classroom. Computers and Composition, 54, 102511.
[16]	Sawyer, A. G., & Myers, J. (2018). Seeking comfort: How and why preservice teachers use internet resources for lesson planning. Journal of Early Childhood Teacher Education, 39 (1), 16-31.
[17]	Suleman, Q., Hussain, I., ud Din, M. N., & Shafique, F. (2017). Effects of Information and Communication Technology (ICT) on students’ academic achievement and retention in Chemistry at secondary level. Journal of Education and Educational Development, 4 (1).
[18]	Turel, O., & Serenko, A. (2012). Mobile telephony as a universal service. In Wireless Technologies: Concepts, Methodologies, Tools and Applications (pp. 1847-1851). IGI Global.
[19]	UNESCO (2018). UNESCO ICT Competency Framework for teachers’ version 3.0. Paris: UNESCO.
[20]	Wood, E., Mirza, A., & Shaw, L. (2018). Using technology to promote classroom instruction: Assessing incidences of on-task and off-task multitasking and learning. Journal of Computing in Higher Education, 30 (3), 553-571.

Cite This Article

Plain Text BibTeX RIS

APA Style

Bernard Wiafe Akaadom, Doris Gorni. (2023). Basic School Teachers’ ICT Knowledge and Skills in Integrating Technology into Teaching and Learning. International Journal on Data Science and Technology, 9(2), 20-27. https://doi.org/10.11648/j.ijdst.20230902.11

Copy | Download

ACS Style

Bernard Wiafe Akaadom; Doris Gorni. Basic School Teachers’ ICT Knowledge and Skills in Integrating Technology into Teaching and Learning. Int. J. Data Sci. Technol. 2023, 9(2), 20-27. doi: 10.11648/j.ijdst.20230902.11

Copy | Download

AMA Style

Bernard Wiafe Akaadom, Doris Gorni. Basic School Teachers’ ICT Knowledge and Skills in Integrating Technology into Teaching and Learning. Int J Data Sci Technol. 2023;9(2):20-27. doi: 10.11648/j.ijdst.20230902.11

Copy | Download

@article{10.11648/j.ijdst.20230902.11,
  author = {Bernard Wiafe Akaadom and Doris Gorni},
  title = {Basic School Teachers’ ICT Knowledge and Skills in Integrating Technology into Teaching and Learning},
  journal = {International Journal on Data Science and Technology},
  volume = {9},
  number = {2},
  pages = {20-27},
  doi = {10.11648/j.ijdst.20230902.11},
  url = {https://doi.org/10.11648/j.ijdst.20230902.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijdst.20230902.11},
  abstract = {Information and communication technology (ICT) has become an indispensable tool in the hands of the modern-day teacher for diverse reasons which ranges from teaching to information resource. The study looked basic in-service teachers’ ICT knowledge and skills in integrating technology into teaching and learning in some selected Ghanaian basic schools across two regions of the country. The study adopted a descriptive approach sampling 134 purposively selected teachers from four basic schools; two of which were private and the other two from government schools. The study revealed that teachers in the selected schools found it difficult to use ICT to make their own teaching and learning materials, and rated their knowledge on computers and their functions as modest. Again, they hardly used drill and practice as a medium of instruction. Conversely, they affirmed encouraging pupils in class to search for relevant information on the Internet as well as asking students to undertake tasks or follow up class work at home on the computer. It was good to see a positive relationship between teachers’ level of computer knowledge, skills and ICT integration in the teaching and learning process in classroom in this study. Thus, schools should make all efforts to encourage autonomy and teamwork to enhance ICT use among the teaching staff and give flexibility for teachers to adapt ICT integration in the classroom.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Basic School Teachers’ ICT Knowledge and Skills in Integrating Technology into Teaching and Learning
AU  - Bernard Wiafe Akaadom
AU  - Doris Gorni
Y1  - 2023/09/18
PY  - 2023
N1  - https://doi.org/10.11648/j.ijdst.20230902.11
DO  - 10.11648/j.ijdst.20230902.11
T2  - International Journal on Data Science and Technology
JF  - International Journal on Data Science and Technology
JO  - International Journal on Data Science and Technology
SP  - 20
EP  - 27
PB  - Science Publishing Group
SN  - 2472-2235
UR  - https://doi.org/10.11648/j.ijdst.20230902.11
AB  - Information and communication technology (ICT) has become an indispensable tool in the hands of the modern-day teacher for diverse reasons which ranges from teaching to information resource. The study looked basic in-service teachers’ ICT knowledge and skills in integrating technology into teaching and learning in some selected Ghanaian basic schools across two regions of the country. The study adopted a descriptive approach sampling 134 purposively selected teachers from four basic schools; two of which were private and the other two from government schools. The study revealed that teachers in the selected schools found it difficult to use ICT to make their own teaching and learning materials, and rated their knowledge on computers and their functions as modest. Again, they hardly used drill and practice as a medium of instruction. Conversely, they affirmed encouraging pupils in class to search for relevant information on the Internet as well as asking students to undertake tasks or follow up class work at home on the computer. It was good to see a positive relationship between teachers’ level of computer knowledge, skills and ICT integration in the teaching and learning process in classroom in this study. Thus, schools should make all efforts to encourage autonomy and teamwork to enhance ICT use among the teaching staff and give flexibility for teachers to adapt ICT integration in the classroom.
VL  - 9
IS  - 2
ER  -

Copy | Download

Author Information

Bernard Wiafe Akaadom

Department of Mathematics and ICT Education, University of Cape Coast, Cape Coast, Ghana
Doris Gorni

Adweso Mile 50 M/A Basic School, Koforidua, Ghana

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Bernard Wiafe Akaadom, Doris Gorni. (2023). Basic School Teachers’ ICT Knowledge and Skills in Integrating Technology into Teaching and Learning. International Journal on Data Science and Technology, 9(2), 20-27. https://doi.org/10.11648/j.ijdst.20230902.11

Copy | Download

ACS Style

Bernard Wiafe Akaadom; Doris Gorni. Basic School Teachers’ ICT Knowledge and Skills in Integrating Technology into Teaching and Learning. Int. J. Data Sci. Technol. 2023, 9(2), 20-27. doi: 10.11648/j.ijdst.20230902.11

Copy | Download

AMA Style

Bernard Wiafe Akaadom, Doris Gorni. Basic School Teachers’ ICT Knowledge and Skills in Integrating Technology into Teaching and Learning. Int J Data Sci Technol. 2023;9(2):20-27. doi: 10.11648/j.ijdst.20230902.11

Copy | Download

@article{10.11648/j.ijdst.20230902.11,
  author = {Bernard Wiafe Akaadom and Doris Gorni},
  title = {Basic School Teachers’ ICT Knowledge and Skills in Integrating Technology into Teaching and Learning},
  journal = {International Journal on Data Science and Technology},
  volume = {9},
  number = {2},
  pages = {20-27},
  doi = {10.11648/j.ijdst.20230902.11},
  url = {https://doi.org/10.11648/j.ijdst.20230902.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijdst.20230902.11},
  abstract = {Information and communication technology (ICT) has become an indispensable tool in the hands of the modern-day teacher for diverse reasons which ranges from teaching to information resource. The study looked basic in-service teachers’ ICT knowledge and skills in integrating technology into teaching and learning in some selected Ghanaian basic schools across two regions of the country. The study adopted a descriptive approach sampling 134 purposively selected teachers from four basic schools; two of which were private and the other two from government schools. The study revealed that teachers in the selected schools found it difficult to use ICT to make their own teaching and learning materials, and rated their knowledge on computers and their functions as modest. Again, they hardly used drill and practice as a medium of instruction. Conversely, they affirmed encouraging pupils in class to search for relevant information on the Internet as well as asking students to undertake tasks or follow up class work at home on the computer. It was good to see a positive relationship between teachers’ level of computer knowledge, skills and ICT integration in the teaching and learning process in classroom in this study. Thus, schools should make all efforts to encourage autonomy and teamwork to enhance ICT use among the teaching staff and give flexibility for teachers to adapt ICT integration in the classroom.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Basic School Teachers’ ICT Knowledge and Skills in Integrating Technology into Teaching and Learning
AU  - Bernard Wiafe Akaadom
AU  - Doris Gorni
Y1  - 2023/09/18
PY  - 2023
N1  - https://doi.org/10.11648/j.ijdst.20230902.11
DO  - 10.11648/j.ijdst.20230902.11
T2  - International Journal on Data Science and Technology
JF  - International Journal on Data Science and Technology
JO  - International Journal on Data Science and Technology
SP  - 20
EP  - 27
PB  - Science Publishing Group
SN  - 2472-2235
UR  - https://doi.org/10.11648/j.ijdst.20230902.11
AB  - Information and communication technology (ICT) has become an indispensable tool in the hands of the modern-day teacher for diverse reasons which ranges from teaching to information resource. The study looked basic in-service teachers’ ICT knowledge and skills in integrating technology into teaching and learning in some selected Ghanaian basic schools across two regions of the country. The study adopted a descriptive approach sampling 134 purposively selected teachers from four basic schools; two of which were private and the other two from government schools. The study revealed that teachers in the selected schools found it difficult to use ICT to make their own teaching and learning materials, and rated their knowledge on computers and their functions as modest. Again, they hardly used drill and practice as a medium of instruction. Conversely, they affirmed encouraging pupils in class to search for relevant information on the Internet as well as asking students to undertake tasks or follow up class work at home on the computer. It was good to see a positive relationship between teachers’ level of computer knowledge, skills and ICT integration in the teaching and learning process in classroom in this study. Thus, schools should make all efforts to encourage autonomy and teamwork to enhance ICT use among the teaching staff and give flexibility for teachers to adapt ICT integration in the classroom.
VL  - 9
IS  - 2
ER  -

Copy | Download