Abstract
The purpose of the Study was to examine the use of ICT in teaching and learning among Senior High School teachers in Asikuma-Odoben-Brakwa District. The descriptive survey design was used for the study. The target population for this study consisted of all Senior High Schools in Asikuma-Odoben-Brakwa District. Simple random sampling was used to select 169 teachers from all Senior High Schools in Asikuma-Odoben-Brakwas District. A questionnaire was deemed most appropriate for the study. The study found that most of the Senior High School teachers do not have much knowledge when it comes to the use of ICT in facilitating teaching and learning. Results further shows that Senior High School teachers perceive that frequent power cut, limited expertise in computer skills, not having access to a computer at home with software installed for use and inadequate training opportunities for teachers to acquire new computer knowledge/skills for teaching are the challenges they face. Furthermore, the study revealed that male teachers are more knowledgeable in the use of ICT than the female teachers. Notwithstanding, the younger teachers are also more knowledgeable in the use of ICT than the older teachers. The study recommended that Government should organise seminars and workshop for teachers to equip them with skill and knowledge in the use of ICT to facilitate effective teaching and learning. The Government should provide more reliable access to the internet to teachers to facilitate effective teaching and learning. The head teachers of the various senior high schools should also collaborate with Past Students Associations and the Parent Teachers Association to solicit for fund to purchase computers for their school to enhance the use of ICT in teaching. Keywords: Senior High School, Teachers, ICT , Knowledge DOI : 10.7176/JEP/10-21-15 Publication date :July 31 st 2019
Highlights
Information and communication technology (ICT) is being used for quality and efficient work practices
Koehler and Mishra (2009) reported that many teachers had their degrees at a time when educational technology was at the beginning stage of development. These authors stressed that “It is, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning” (Koehler & Mishra, 2009, p. 62).In addition to this, Lee (2008) pointed out that many teachers “of advanced age” might not have had any computer education when in college, and as a result are in need of computer skills training to allow them to make use of computers in their work
The descriptive table shows that teachers who are 31-40 years old (M=18.6771; SD=4.46388) uses information and communication technology (ICT) in teaching and learning more than 41-50 years old (M=16.7069, SD=1.67551). This support the work of Lee (2008) who pointed out that many teachers “of advanced age” do not have had any computer education when in school, and as a result are in need of computer skills training to allow them to make use of computers in their work
Summary
Information and communication technology (ICT) is being used for quality and efficient work practices. It appears most homes and offices make use of ICT to make work done . The educational sector is not spared from the attractive usefulness of ICT at work. Teaching and learning has proved positive with the use of ICT (Selwyn, 2007). A significant amount of research has shown that the use of ICT in education can increase students' motivation and deepen understanding, promote active, collaborative and lifelong learning, offer shared working resources and better access to information, and help them to think and communicate creatively (Jonassen, 2000; Webb, 2005)
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