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International Journal of Applied Research
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ISSN Print: 2394-7500, ISSN Online: 2394-5869, CODEN: IJARPF

International Journal of Applied Research

Vol. 4, Issue 1, Part E (2018)

Analysis of technology integration in teacher education in Ghana: A case study of St. Teresa’s college of education, Hohoe, Ghana

Author(s)
Benedictus Mawusi Donkor, Cynthia Adjartey, Destiny Kobla Amenyedzi and Aloysius Donkor
Abstract
The study sought to investigate technology use among teachers and students of St. Teresa’s College of Education to uncover factors influencing their technology use. Investigating technology use in teaching and learning was crucial because this knowledge could provide guidance for ways to enhance technology integration and encourage greater use of technology in teaching and learning. Besides, the study also investigated the factors that influence teachers and students’ technology use and suggested effective ways of integrating technology in St. Teresa’s College of Education.
A cross-sectional survey design with mixed (quantitative and qualitative) methodology was used for the study. The population of the study comprised all teachers and Diploma in Basic Education (DBE) 1 and 2 students of St. Teresa’s College of Education. A stratified sampling method was used to select 40 teachers and 200 students. The study revealed that the extent to which St. Teresa’s College of Education teachers and students use technology in teaching and learning was very low. The analysis revealed that the differences in the mean technology use between male and female teachers and self-perceived efficacy in technology use were statistically significant. Besides, students having access to high technology resources used more technology than those having low technology resources. The findings further revealed that the differences in the mean technology use between students with different ages and availability of technology resources were statistically significant. Evidence from the research suggests that the challenges of ICT use in education do not lie only in the lack of availability of technological resources, but also in the shortage of skilled human resources and other institutional factors. Implications that relate to teacher “readiness” to deliver 21st century education through the use of technology was discussed and analyzed.
The study recommended that, the Curriculum Research Development Division (CRDD) of the Ghana Education Service in collaboration with the related agencies in the Ministry of Education should carry out research to review critically the curriculum and revise the existing course outlines to explicitly state what ICT tools must be used and how it should be used in the teaching and learning process.
It is further recommended that, the Ministry of Education and for that matter the government of Ghana should endeavour to equip all colleges in the country with well-furnished computer laboratories to enable both the teachers and students to get high access to technology resources. The colleges of education must be provided and trained in software that will equip and help in imparting knowledge after their completion.
Pages: 301-311  |  569 Views  15 Downloads
How to cite this article:
Benedictus Mawusi Donkor, Cynthia Adjartey, Destiny Kobla Amenyedzi, Aloysius Donkor. Analysis of technology integration in teacher education in Ghana: A case study of St. Teresa’s college of education, Hohoe, Ghana. Int J Appl Res 2018;4(1):301-311.
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