Abstract
The importance of information and communication technology (ICT) in education in the 21st century cannot be overemphasized. A number of initiatives have been put in place in Ghana to ensure that information and communication technology is extensively used and taught at all levels of our education. The study utilized a descriptive survey design and employed cluster and simple random sampling technique to collect data from 525 pupils in 34 schools in the Cape Coast Metropolis, Ghana. The cluster was made up of six communities in the Metropolis, namely, Aboom, Bakaano, Cape Coast, Efutu, Ola, and Pedu/Abura. The sample was chosen on the basis of Cohen et al. recommendation for choosing representative samples. These two sampling techniques helped to arrive at a sample that was fairly representative of the population. The study addressed four research questions: (1) How available are the ICT facilities to pupils and teachers in Cape Coast Metropolis primary schools? (2) How does the use of ICT equipment affect the implementation of ICT programmes in primary schools in the Cape Coast Metropolis? (3) How does the attitude of primary school pupils affect the implementation of ICT in Cape Coast Metropolis? and (4) How does the attitude of teachers teaching ICT in the primary schools affect the implementation of ICT in the Cape Coast Metropolis? The analyses of responses from questionnaires revealed the unavailability of ICT equipment and pupils’ lack of access to ICT infrastructure. The study recommends that Ghana Education Service (GES) should institute technology and technical support units in the various schools to handle technology integration challenges. Key words: Information and communication technology (ICT) challenges, access to ICT, implementation, primary school.
Highlights
In the last two decades information and communication technologies (ICT) has changed and transformed the way things are done
The study addressed the following research questions: (1) How available are the information and communication technology (ICT) facilities to pupils and teachers in Cape Coast Metropolis primary schools? (2) How does the use of ICT equipment affect the implementation of ICT programmes in primary schools in the Cape Coast Metropolis? (3) How does the attitude of primary school pupils affect the implementation of ICT in Cape Coast Metropolis? (4) How does the attitude of teachers teaching ICT in the primary schools affect the implementation of ICT in the Cape Coast Metropolis?
All the 31 (91.2%) out of 34 teachers agreed to the statement that they like teaching ICT lessons and 29 (85.3%) out 34 agreed that they will opt for advance training in ICT to improve subject competence
Summary
In the last two decades information and communication technologies (ICT) has changed and transformed the way things are done. Understanding about the critical role ICTs play in our every life continues to increase and this is found in business, industries or economics but in teaching and learning (Barak and Rafaeli, 2004; Dori et al, 2003). Digital and advanced technologies are part of the teaching and learning process in classrooms. These technologies, according to Barak et al (2006) have the capability of becoming a significant component of today's education, as well as to change the manner class interactions and information flows
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