Investigating factors influencing Information Communication Technology (ICT) integration in teaching among second cycle schools in Greater Accra.

Abstract

Inadequate literature has been written specifically on the factors influencing the integration of Information and Communication Technology (ICT) in teaching in second cycle schools of Ghana. This study seeks to investigate the current state of ICT integration process in SHS and to establish factors that influence teaching in second cycle schools in Greater Accra Metropolis in the integration process. The study used cross sectional survey design and a mixed research method approach in addressing the research objectives. The target population was teachers in the second cycle schools (both Public and Private) in the Greater Accra Region with a sample size of 103 teachers using convenient sampling. The main instrument used to collect data for the study is questionnaires (open and closed ended item). Data collected was analysed in both qualitative and quantitative form. Out of 150 questionnaires distributed to the sample size, only 103 were retrieved successfully and used for the data analysis representing 68.67 % responses rate. The result of the study revealed that factors such as Learning styles / learning need (LSLN), ICT infrastructures such as internet connectivity and power (ICTIF), Teachers perceive ease of use (TPEU), Incentives and Motivation for Teachers (IMT) were found to be significantly making impact in the integration of ICT in SHS. The status of ICT integration in second cycle school in greater Accra was at the beginning stage due to certain contextual condition not been met. Challenges such as lack of skills and confidence to navigate and troubleshoot technical issues, shift in the teaching approaches from the traditional method towards more student-centred and interactive learning, nurturing digital citizenship and responsible use of technology and alignment with curriculum and learning were face by teachers during implementation process. Policymakers, educators, and administrators should allocate funding and resources for improving ICT infrastructures, including internet connectivity and power supply, in educational institutions, develop and implement policies that prioritize the integration of ICT tools and resources that cater to diverse learning styles and needs and establish professional development programs and incentives to support educators in enhancing their ICT skills and pedagogical knowledge.