Abstract
This paper investigates how Ghana, a developing country with her corresponding less technologically oriented education system, in the wake of the coronavirus disease, adapts, adopts and resorts to technology integration through online teaching and learning at the tertiary level, specifically, Colleges of Education. The study is a qualitative research work, which adopts the descriptive case study approach. The major data collection instruments were participant observation and semi-structured interviews. 29 language tutors spread across 4 language backgrounds- English, French, Fante and Twi, were interviewed. The data revealed that though technology is important and inevitable in the 21 st century educational system, it cannot replace the traditional face-to-face classroom setting completely. It was clear also that the teacher’s attitude towards technology was very critical in the integration process. The study recommends that teachers be given technical support, training and adequate access to IT resources and infrastructure if integration can be done effectively to achieve the desired results. KEYWORDS: technology integration, education system, classroom, IT resources, infrastructure DOI: 10.7176/JEP/11-30-14 Publication date: October 31 st 2020
Highlights
On the 15th of March, 2020, the President of the Republic of Ghana, Nana Addo Dankwa Akufo-Addo, in a speech which would become the second in a series of speeches to be delivered on the management of the Coronavirus disease in Ghana, announced a temporary closure of all schools, from the kindergarten level to the tertiary level
BECE and West African Secondary School Certificate Examination (WASSCE) candidates will be allowed to attend school to prepare for their examinations, but with prescribed social distancing protocols
It must be indicated that the BECE and WASSCE candidates who were asked to stay in school in preparation towards their final examinations, were later, in a statement released by the Ghana Education Service on 20th March, 2020, asked to go home after some concerns were raised by teacher unions and other stakeholders coupled with the suspension of the West African Secondary School Certificate Examination (WASSCE) by West African Examination Council (WAEC)
Summary
It must be indicated that the BECE and WASSCE candidates who were asked to stay in school in preparation towards their final examinations, were later, in a statement released by the Ghana Education Service on 20th March, 2020, asked to go home after some concerns were raised by teacher unions and other stakeholders coupled with the suspension of the West African Secondary School Certificate Examination (WASSCE) by West African Examination Council (WAEC). 1.4 SIGNIFICANCE OF THE STUDY All major and relevant stakeholders of education such as the government, teachers, students, curriculum planners and developers, school Information Technology management experts and policy makers shall be adequately informed about the attitudes of tutors towards the use and integration of ICT in the language teaching process.
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