Evaluating teachers’ access to digital technologies in basic schools in Asante Akim Central Municipality

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.