Abstract:
Since the dawn of the twenty-first century, ICT have been the most important
technological tool for changing the global economy and causing rapid social change.
The use of ICT creates a dynamic and proactive teaching and learning environment.
The purpose of this study was to assess teacher’s willingness to adopt ICT tools for
teaching at the basic level. To ascertain this, a cross-sectional study was conducted
in among primary school teachers. 348 basic school teachers were interviewed. The
researcher personally administered the questionnaire to the teachers. STATA 17.0
was used for data analysis after cleaning the data. Descriptive analysis was
performed on the data and, the final results presented in charts and tables. The mean
age of respondents was 28.5±4.4 years. Desktop computers were moderately
available in most (251, 72.1%) of the respondents’ schools. 48% of the basic school
teachers use ICT facilities in teaching and learning in classrooms while 52% do not.
240 (69.0%) of the study participants said maintenance issues have rendered the
computers in their schools not accessible to the teachers as well as students. 63
(18.1%) mentioned unstable electricity as a challenge. ICT infrastructure are
moderately available in basic schools in urban areas however, the basic school
teachers do not use them in lessons delivery in classrooms. This was attributed to
challenges such as low internet connectivity, poor funding, maintenance issues,
unstable electricity. Based on the findings, I recommend that GES should organize
regular workshops on ICT for teachers so that they become familiar with the modern
pedagogy of imparting knowledge and skills.
Description:
A dissertation in the Department of Educational Foundations, Faculty of
Educational Studies, University of Education, Winneba, submitted
to the School of Graduate Studies in partial fulfillment of
the requirements for the award of the degree of Post Graduate Diploma of Education (PGDE) in the University of Education, Winneba.
FEBRUARY, 2023
