ICT EDUCATION IN GHANA: AN EVALUATION OF CHALLENGES ASSOCIATED WITH THE TEACHING AND LEARNING OF ICT IN BASIC SCHOOLS IN ATWIMA NWABIAGYA DISTRICT IN ASHANTI REGION
Abstract
Introduction: ICT offers teacher and students both technological tools and resources which are beyond the boundary of their classrooms. Therefore, when the policy is properly implemented, it could support and transform the learning situation in every country. However, the best intentions might not always achieve the reality as projects on making ICT education accessible mostly fail to achieve its objectives.
Objective: It is in line with this the study was conducted to ascertain some of the challenges associated with the implementation of ICT policy at Nwabiagya District in Ashanti region.
Methods: The study adopted case study design and a mixed method of data collection. In all, a total of 512 were recruited to be part of the study.
Findings: The study revealed that there is lack of computers, unqualified teachers, limited practical after teaching as well as lack of internet access. These challenges were confirmed by both the teachers and the students within the various schools sampled.
Conclusion: The study found that the teaching and learning of ICT in basic schools in Ghana is faced with barriers and efforts have to be put in place in order to provide the needed resources and personnel to handle the subject in the various schools.
Abstract\Article visualizations:
Keywords
References
Almendarez, L. (2011). Human capital theory: Implications for educational development. Available from http://www.open.uwi.edu/sites/default/files/bnccde/belize/conference/papers2010/almendarez.html
Al-Alwani, A. E. S. (2005). Barriers to integrating information technology in Saudi Arabia science education.
Amanortsu, G., Dzandu, M. D., & Asabere, N. Y. (2013). Towards the Access to and Usage of Information and Communication Technology (ICT) in Polytechnic Education. International Journal of Computer Applications, Vol. 66, No. 1. 10.5120/11049-5942
Armah, E. D. (2013). Basic school teachers' level of computer literacy and attitude to the use of computers: A case study in Jomoro district.
Babbie, E. R. (2013). The practice of social research: Cengage Learning.
Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT impact report. European Schoolnet.
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches: Sage.
David, M., & Sutton, C. D. (2004). Social research: The basics: Sage.
Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
Hennessy, S., Onguko, B., Ang'ondi, E., Harrison, S., Namalefe, S., Naseem, A., & Wamakote, L. (2010). Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature. Cambridge, UK and Dar es Salaam, TZ: Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development-Eastern Africa.
Kipsoi, E. J., Chang'ach, J. K., & Sang, H. C. (2012). Challenges facing adoption of information communication technology (ICT) in educational management in schools in Kenya. Journal of Sociological Research, 3(1), Pages 18-28.
Mangesi, K. (2007). ICT in Education in Ghana. Retrieved May, 15, 2009.
Ministry of Education. (2008). ICT in Education Policy. Accra, Ghana: Ministry of Education.
Ministry of Education (2013). Education Sector Performance report. Accra: Ministry of Education.
Mungai, M. (2011, September, 2011). Challenges facing computer education in Kenyan schools. Retrieved August 29, 2015
Mubashir-Ahmed, I. B. (2009). An assessment of the ICT situation in senior high schools in the Upper West region of Ghana. University of Cape Coast, Ghana, Ghana.
National Council for Curricula and Assessment. (2004). ICT in the primary school curriculum: Guidelines for Teachers. . Ireland: National Council for Curricula and Assessment.
O’Dowd, J. (2013). Minister emphasises the importance of ICT of primary school teacher conference [Press release]. Retrieved from http://www.belfasttelegraph.co.uk/debateni/press-feed/minister-emphasises-the-importance-of-ict-at-primary-school-teacher-conference-29537469.html
Onwuegbuzie, A. J., & Collins, K. M. (2007). A typology of mixed methods sampling designs in social science research. The Qualitative Report, 12(2), 281-316.
Osuala, E. C. (2005). Introduction to Research Methodology. Onitsha, Nigeria: Africana–First Publishers Limited.
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education, 37(2), 163-178.
Unal, S., & Ozturk, I. H. (2012). Barriers to ITC integration into teachers’ classroom practices: Lessons from a case study on social studies teachers in Turkey. World Applied Sciences Journal, 18(7), 939-944.
Uriah, O. A., & Wosu, J. I. (2012). Formal Education as a Panacea for Sustainable National Development: A Theoretical Discussion. International Journal of Scientific Research in Education, 5(2).
Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The Use of ICT in Education: a survey of schools in Europe. European Journal of Education, 48(1), 11-27.
Waite, S. (2004). Tools for the job: a report of two surveys of information and communications technology training and use for literacy in primary schools in the West of England. Journal of Computer Assisted Learning, 20(1), 11-20.
Wells, R., & Wells, S. (2007). Challenges and opportunities in ICT educational development: A Ugandan case study. International Journal of Education and Development using ICT, 3(2).
Yin, R. K. (2009). Case study research: Design and methods (Vol. 5): Sage.
DOI: http://dx.doi.org/10.46827/ejae.v0i0.123
Refbacks
- There are currently no refbacks.
Copyright © 2015 - 2023. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.
All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
