Abstract:
The purpose of this study was to evaluate teachers’ access to digital technologies in
basic schools within Asante Akim Central Municipality in the Ashanti Region of
Ghana. It precisely looked at the levels of access of the teachers based on the
successive kinds of access to digital technology model. A descriptive survey design
was employed. A total of 108 participants who were basic school teachers in Asante
Akim Central Municipality was used as a sample size. The study revealed, among
other things, that teachers had access to a number of ICT tools such as laptops,
internet, computer software, printers, learning management systems and desktop
computers. The study also found that teachers had operational, informational and
strategic skills, and they used the ICT tools for personal and professional engagements.
Teachers’ skills were found to have a substantial impact on their usage access, whereas
physical access had no significant relationship with motivational access. It was
recommended that basic school teachers should purchase statistical software packages
and make research as prerequisite of teaching at basic level to get teachers more
exposed to statistical tools. Also, in the introduction of digital technologies to teachers,
the perceived usefulness and perceived ease of use representing intrinsic motivation
should be emphasised. Further, it is recommended that teachers in the basic schools
should organise periodic ICT seminars to increase teachers’ use of the ICT tools.
Lastly, Municipality should make strong ICT skills as part of the pre-requisite skills
for appointment of teachers at basic level.
Description:
A dissertation in the Department of Information Technology Education, Faculty
of Applied Sciences and Mathematics Education, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Science
(Information Technology Education)
in the University of Education, Winneba
JUNE 2021
