William Yeboah, Pious Akwasi Sarpong, Bright Appiah


The rapid growth of the global economy and the information-based society has pressurized education systems around the world to use ICTs to teach the knowledge and skills students need in the 21st Century. The growth of the ICT sector has challenged teachers to prepare for effective use of new teaching and learning tools in their profession. This study sought to examine teacher experience and qualifications as well as student ICT competencies (skills and knowledge). The mixed method approach was employed for the study. A total of 352 respondents made up of 8 principals, 24 tutors and 320 teacher trainees from all the eight colleges were sampled. Data is gathered through open-ended questions that provide direct quotations with the interviewer as an integral part of the investigation. Three research questions guided the study. The research questions were answered using charts, frequency and percentages. The findings established that that the intensive use of ICT and the process-oriented learning environment supported the development of students’ expertise in ICT and enhanced students in critical thinking skills. The study recommends that students should be involved in using ICT in learning activities such as doing assignments, taking quizzes, and searching the internet for learning resources among others.

Article visualizations:

Hit counter


integration, pedagogy, questionnaire, software, student-centered teaching

Full Text:



Best, J., and Khan. V. (1998). Research in Education. Boston Alyn and Bacon.

British Educational Communications and Technology Agency, (2006). ‘The Becta Review 2006: Evidence on the progress of ICT in education; UK: Becta accessed at:

Chapman B., (2003). Assessment of Business Teacher Educators’ adoption of computer Technology. Virginia polytechnic instituted state University.

Chisenga, J. (2006). Key Paper Presented at Standing Conference of African National and University Libraries of Eastern, Central, and Southern Africa at the Crawford Hotel in Tanzania.

Cuban, L. (1993). Computer Meet Classroom: Classroom Wins. Teachers College Records

E-Learning Nordic (2006). Impact of ICT on Education of the ICT. Copenhagen: Romboll Management.

Eurydice, (2005). How boys and girls are finding their way with ICT. Brussels: Eurydice European Unit. Accessed at:

Grabbe, M. & Grabe, C. (2007). Integrating Technology on meaningful learning. (5th edition) Boston NY: Houghton Mittli

Hakksrinen, K. (2001). Teachers Information Communication Technology Skills and Practices of using ICT Journal of Technology and Teacher Education.

Haggins, C. et al. (2005). Embedding ICT in the literacy and Numeracy Strategies: final report; UK: University of Newcastle, Becta April, 2005, accessed at;

Inding, M. Crosby, M. E. and Speitel, T. (2002). Teacher and Technology: beliefs and practices. International journal of instructional media.

Kessel, Van N., et al. (2005). ICT Education Monitor: Eight years of ICT in schools, the Netherlands, Ministry of Education, Culture and Science.

Ministry of Education, Science and technology/ Ministry of Information and Communication.

Mugenda, M. (2006). University Roles in Meeting Aspirations for ICT and Economic Development Frontiers of Knowledge. University Leaders Forum. Cape Town.

NEPAD e-schools Demonstration Project, 2005-2006, E-Africa Commission.

Organization for Economic Cooperation and Development (2004). Are students ready for a technology rich world? What PISA studies tell us, France: OECD. Accessed at:

Pelgrum, W. J. (2004). ICT Integration, Data from International Cooperative, Computers and Education, 37, 163-178

Potosky, D. and Bobko, P. (2001). A model for predicting computer experience for Attitudes towards computers. Journal of Business and Psychology.

Ramboll Management (2005). Evaluation of ITMF: Overall results, Denmark: UNI.C

Russel, M. Bebell, D. O’dwyer, L ad O’Cannor, K. (1999). Examining teacher technology use. Technophobia Among Public School Teachers.

Seidu, A. (2006) Modern Approach to Research in Educational Administration for Research Students, Kumasi, Payless Publication Ltd., Ghana

Underwood, J. (2006). ICT Test Bed Evaluation-Evaluation of the ICT Test Bed Project, UK. Nottingham Trent University, March 2006. Accessed at:

UNESCO (2005). Information and Communication Technologies in schools: a handbook for teachers on how ICT can create New Open learning Environment; France

UNESCO World Education Report (1998). Teachers and Teaching in a changing world.

Veen, W. (1993) The Role of Beliefs in the use of Information Technology: The implication for Teachers Education or Teaching the Right Things at the Right time. Journal of Information Technology in Teacher Education.

Wong A. (2006). Singapore students and teachers’ perception of computer supported project work classroom learning environments. Journal of Research on Technology in Education.

World Bank (2004). Contributions of ICTs Economic Growth. Washington DC: The World Bank Institute.



  • There are currently no refbacks.

Copyright (c) 2020 William Yeboah, Pious Akwasi Sarpong, Bright Appiah

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) 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 authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. 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).