Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana

Frederick Kwaku Sarfo; Francis Amankwah; Stephen Baafi-Frimpong; Joseph Asomani

doi:10.30935/cedtech/6190

Frederick Kwaku Sarfo ¹ ^* , Francis Amankwah ¹, Stephen Baafi-Frimpong ², Joseph Asomani ¹

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CONT ED TECHNOLOGY, Volume 8, Issue 2, pp. 103-118

https://doi.org/10.30935/cedtech/6190

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Abstract

Research findings in the literature show that teachers’ concern about change process is extremely personal and it influences the implementation of innovation. This study aimed at assessing information and communication technology teachers’ stages of concern regarding the implementation of information and communication technology (ICT) curriculum in basic schools. It also examined the effects of teachers’ personal factors or variablessuch as gender and teaching experience on their stages of concern towards the implementation of ICT curriculum. Modified Stages of Concerns Questionnaires (SoCQ) (Hall, George & Rutherford 1979) based on Concern Based Adoption Model (CBAM) were used to collect data from 346 respondents. Data collected were analyzed using both descriptive and inferential statistics. The result of the study showed that teachers generally had their first and second high concerns at informational and consequence stages respectively and with low concern at awareness stage. Furthermore, statistically significant difference was found between gender and informational, management, consequence, collaboration and refocusing concerns. However, according to the results, teachers’ stages of concerns were not related to their teaching experience.

Keywords: information and communication technology, curriculum implementation, basic education, teacher concerns

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Citation

Sarfo, F. K., Amankwah, F., Baafi-Frimpong, S., & Asomani, J. (2017). Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana. Contemporary Educational Technology, 8(2), 103-118. https://doi.org/10.30935/cedtech/6190

Sarfo, F. K., Amankwah, F., Baafi-Frimpong, S., and Asomani, J. (2017). Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana. Contemporary Educational Technology, 8(2), pp. 103-118. https://doi.org/10.30935/cedtech/6190

Sarfo FK, Amankwah F, Baafi-Frimpong S, Asomani J. Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana. CONT ED TECHNOLOGY. 2017;8(2), 103-118. https://doi.org/10.30935/cedtech/6190

Sarfo, Frederick Kwaku, Francis Amankwah, Stephen Baafi-Frimpong, and Joseph Asomani. "Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana". Contemporary Educational Technology 2017 8 no. 2 (2017): 103-118. https://doi.org/10.30935/cedtech/6190

Sarfo, Frederick Kwaku et al. "Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana". Contemporary Educational Technology, vol. 8, no. 2, 2017, pp. 103-118. https://doi.org/10.30935/cedtech/6190

Sarfo FK, Amankwah F, Baafi-Frimpong S, Asomani J. Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana. CONT ED TECHNOLOGY. 2017;8(2):103-18. https://doi.org/10.30935/cedtech/6190