Factors that Influence Teachers’ Pedagogical Use of ICT in Secondary Schools: A Case of Ghana

Charles Buabeng-Andoh

doi:10.30935/cet.590099

Charles Buabeng-Andoh ¹

More Detail

CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 272-288

https://doi.org/10.30935/cet.590099

OPEN ACCESS 2672 Views 2937 Downloads

Download Full Text (PDF)

Abstract

Technology is perceived as a vital driving force for contemporary education. The Government of Ghana acknowledges the relevance of Information and Communication Technology (ICT) in education, and it is financing ICT in secondary schools. However, most instructors are unwilling to integrate ICT into their teaching. Therefore, the purpose of this study was to investigate the factors that influence secondary school teachers’ ICT usage in schools. The participants were 376 teachers randomly selected from 24 public and private schools. The data collected from the participants were analyzed by using descriptive statistics and analysis of variance. The results showed that teachers’ use of ICT was still confined to basic and traditional activities such as search for information, class presentation etc. Internal and external factors were found to influence teachers’ ICT usage. Also, female teachers reported that they use ICT more than male teachers. In general, this study has contributed to the literature regarding teachers’ pedagogical use of ICT in secondary schools and also their gender differences in the use of ICT.

Keywords: Public and private schools, Pedagogical use, Expectancy value model, Secondary school teachers

References

Albirini, A. (2004). An exploration of the factors associated with the attitudes of high school EFL teachers in Syria toward Information and Communication Technology (Unpublished doctoral dissertation). Ohio State University, United States.
Appianing, J. & van Eck, R.N. (2015). Gender differences in college students’ perceptions of technology-related jobs in computer science. International Journal of Gender, Science and Technology, 7(1), 28-56.
Aslan, A., & Zhu, C. (2017). Starting Teachers’ Integration of ICT into Their Teaching Practices in the Lower Secondary Schools in Turkey. Educational Sciences: Theory & Practice, 18(1), 23-45.
Aydin, M. K., Gurol, M., & Vanderlinde, R. (2016). Evaluating ICT integration in Turkish K-12 schools through teachers’ views. Eurasia Journal of Mathematics, Science & Technology Education, 12(4), 747-766.
Aydin, S. (2013). Teachers’ perceptions about the use of computers in EFL teaching and learning: the case of Turkey. Computer Assisted Language Learning, 26(3), 214- 233
Boulton, H. (2017). Exploring the effectiveness of new technologies: Improving literacy and engaging learners at risk of social exclusion in the UK. Teaching and Teacher Education, 63, 73–81.
Brun, M. & Hinostroza, J. E. (2014). Learning to become a teacher in the 21st century: ICT integration in initial teacher training education in Chile. Educational Technology & Society, 17(3), 222-238.
Cakir, R. & Yildirim, S. (2013). ICT teachers’ professional growth viewed in terms of perceptions about teaching and competencies. Journal of Information Technology Education: Innovations in Practice, 12, 221-237.
Caplan, R. D., Naidu, R. K., & Tripathi, R. C. (1984). Coping and defense: Constellations vs components. Journal of Health and Social Behavior, 25(3), 303-320.
Chen, R.J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55(1), 32-42.
Chun-Mei, C., Chien-Hua, S., Hsi-Chi, H., & Tsu-Chuan, S. (2018). Factors influencing teachers’ innovative teaching behaviour with information and communication technology (ICT): the mediator role of organisational innovation climate. Educational Psychology, 39(1), 65-85.
Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Drent, M. & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51, 187-199. European Commission. (2013). Survey of schools: ICT in education. Brussels: European Commission. doi:10.2759/94499
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
Feather, N. T. (1982). Expectations and actions: Expectancy–value models in psychology. Hillsdale, NJ: Erlbaum.
Fomsi, E.F. & Orduah, S.E. (2017). Gender differences in the use of ICT among teachers in model primary schools in rivers state, Nigeria. British Journal of Education, 5(4), 88-94.
Grabe, M. & Grabe, C., (2008). Integrating technology for meaningful learning (5th ed.). New York: Houghton Mifflin.
Gulbahar, Y. (2008a). Improving the technology integration skills of prospective teachers. Through practice: A case study. The Turkish Online Journal of Educational Technology. 7(4), 71-81.
Haji, S.A., Moluayonge, G.E., & Park, I. (2017). Teachers’ Use of Information and Communications Technology in Education: Cameroon Secondary Schools Perspectives. The Turkish Online Journal of Educational Technology, 16(3), 147-153.
Hassan, M., Rosnain, I. M., Ahmad, F. M. A., & Su, L. W. (2016). Teachers’ acceptance of ICT and its integration in the classroom. Quality Assurance in Education, 24(1), 26-40.
Haugsbakk, G. (2010). Digital skole pa sviktende grunn- om nye muligheter og dilemmaer. Oslo, Norway: Gyldendal akademiske.
Hew, K. F. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-253.
Ilomaki, L., Kantosalo, A., & Lakkala, M. (2011). What is digital competence? In linked portal. Brussels: European Schoolnet.
Japhet, E. L. & Usman A. T. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105.
Kamau, L.M., Kimani, P., & Muthoni, P. (2016). Factors that influence teachers’ perceptions of Information and communication technology (ICT) in mathematics teaching in Kenyan secondary schools. International Journal of Education and Practice, 4(4), 154-166.
Kaarakainen, M. T., Kivinen, O. & Vainio, T. (2017) Performance-based testing for ICT skills assessing: A case study of students and teachers ICT skills in Finnish schools. Universal Access in the Information Society. doi: 10.1007/s10209-017-0553-9
Karasavvidis, I. (2009). Activity theory as a conceptual framework for understanding teacher approaches to information and communication technologies. Computers & Education, 53(2), 436-444.
Khawaji, S.A.N. (2016). English Teacher’s Perception and Practices towards Technology Implementation. International Journal of Language and Literature, 4(2), 123-133.
Kline, R. R. (2005). Principles and practice of structural equation modeling. New York: Guilford.
Kubiatko, M. & Halakova, Z. (2009). Slovak High School students’ attitudes to ICT using in biology lesson. Computers in Human Behavior, 25(3), 743-748.
Kwon, H., & Chang, M. (2009). Technology teachers’ beliefs about biotechnology and its instruction in South Korea. The Journal of Technology studies, 67-75.
Lawless, K. & Pellegrino, J. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614.
Levin, T. & Wadmany, R. (2008). Teachers’ views on factors affecting effective integration of information technology in classroom: Developmental scenery. Journal of Technology and Teacher Education, 16(2), 233-236
Liaw, S., Huang, H., & Chen, G. (2007). Surveying instructor and learner attitudes toward Elearning. Computers & Education, 49(4), 1066-1080.
Majuto, M. & Gilbert, M.G. (2015). The use of ICT between male and female teachers in Secondary Schools in Tanzania, a Case of Dodoma Municipality. International Journal of Education and Research, 3(12), 417-428.
Ministry of Education (2003). Information and communication technology for accelerated development. Accra, Ghana.
Ministry of Education. (2008). ICT Education policy. Accra, Ghana.
Mulhim, E. (2013, December). The current use of ICT by novice female teachers in Saudi primary schools and their perceived training needs. 30th ASCILITE Conference. Macquerie University, Sydney.
Mustafa, M.N. (2014). The effects of gender differences in ict application: Bridging the gap of knowledge and skills among teachers. Australian Journal of Basic and Applied Sciences, 8(10), 81-86.
Ola, J. L., Anders, D. O., & Göran, F. (2017). Same but different? An examination of Swedish upper secondary school teachers’ and students’ views and use of ICT in education. International Journal of Information and Learning Technology, 34(2), 122-132.
Papanastasiou, E.C. & Angeli, C. (2008). Evaluating the use of ICT application in education: Psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T3). Educational Technology & Society, 11(1), 69-86.
Pei-Yu, W. (2013). Examining the Digital Divide between rural and urban schools: Technology availability, teachers’ integration level and students’ perception. Journal of Curriculum and Teaching, 2(2), 127-139.
Pelgrum, W. & Anderson, R.E. (1999). ICT and the emerging paradigm for lifelong learning. A Worldwide educational assessment of infrastructure, Goals and practices. Amsterdam: International Association for the Evaluation of Educational Achievement.
Pelgrum, W.J. (2001). Obstacles to the integration of ICT in education: Results from a Worldwide Educational Assessment. Computers & Education 37, 163-178.
Player-Koro, C. (2012). Factors influencing teachers’ use of ICT in education. Education Inquiry, 3(1), 93-108.
Ritzhaupt, A. D., Liu, F., Dawson, K. & Barron, A. E. (2013) Differences in student information and communication technology literacy based on socio-economic status, ethnicity, and gender. Journal of Research on Technology in Education, 45 (4), 291-307.
Sang, G., Valcke, M., Braak, V. & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
Schiller, J. (2003). Working with ICT perceptions of Australian Principals. Journal of Educational Administration, 41(2), 171-185.
Shin, W. S. (2015). Teachers’ use of technology and its influencing factors in Korean elementary schools. Technology, Pedagogy and Education, 24(4), 461-476.
Sipila, K. (2014). Educational use of information and communications technology: teachers’ perspective. Technology, Pedagogy and Education, 23(2), 225-241.
Tarhini, A., Hone, K., & Liu, X. (2014). Measuring the moderating effect of gender and age on e-learning acceptance in England: a structural equation modeling approach for an extended technology acceptance model. Journal of Educational Computing Research, 51(2), 163-184.
Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology 24(4), 413-424
Tezci, E. (2011). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34(4), 483-499.
Tondeur, J., Valcke, M., & van Braak, J. (2008b). A multidimensional approach to determinants of computer use in primary education: Teacher and school characteristics. Journal of Computer Assisted Learning, 24, 494-506.
Tubin, D. (2007). When ICT meets schools: Differentiation, complexity and adaptability. Journal of Educational Administration, 45(1), 8-32.
Twining, P. & Henry, F. (2014). Enhancing ICT teaching in English schools: Vital Lessons. World Journal of Education, 4(2), 12-36.
Uluyol, C. & Sahin, S (2016). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75.
Vitanova, V., Pachemska, T.A., & Pachemska, S. (2014). Factors affecting the frequency of ICT usage in primary schools teaching. The Eurasia Proceedings of Educational & Social Sciences, 1, 461-468.
Voogt, J. & Roblin, N., P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321.
Wastiau, P. & Pagano, P. (2013). The ‘teacher effect’ on the use of ICT in the classroom. European Schoolnet, 1, 1-4.Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
Wigfield, A. & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 116-119.
Wikan, G. & Molster, T. (2011). Norwegian secondary school teachers and ICT. European Journal of Teacher Education, 34(2), 209-218.
Wong, K, T., Teo, T., & Russo, S. (2012). Influence of gender and computer teaching efficacy on computer acceptance among Malyasian student teachers: An extended technology acceptance model. Australiasian Journal of Educational Technology, 28(7), 1190-1207.
Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers' perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173-207.Yuan, M. X. (2006). The theory of constructivism and the reform of teacher education. Journal of Yangzhou Teacher College, 24(2), 41-49.
Yuen, A. H. K., & Ma, W. W. K. (2008). Exploring teacher acceptance of E-learning technology. Asia-Pacific Journal of Teacher Education, 36(3), 229-243.

Citation

Buabeng-Andoh, C. (2019). Factors that Influence Teachers’ Pedagogical Use of ICT in Secondary Schools: A Case of Ghana. Contemporary Educational Technology, 10(3), 272-288. https://doi.org/10.30935/cet.590099

Buabeng-Andoh, C. (2019). Factors that Influence Teachers’ Pedagogical Use of ICT in Secondary Schools: A Case of Ghana. Contemporary Educational Technology, 10(3), pp. 272-288. https://doi.org/10.30935/cet.590099

Buabeng-Andoh C. Factors that Influence Teachers’ Pedagogical Use of ICT in Secondary Schools: A Case of Ghana. CONT ED TECHNOLOGY. 2019;10(3), 272-288. https://doi.org/10.30935/cet.590099

Buabeng-Andoh, Charles. "Factors that Influence Teachers’ Pedagogical Use of ICT in Secondary Schools: A Case of Ghana". Contemporary Educational Technology 2019 10 no. 3 (2019): 272-288. https://doi.org/10.30935/cet.590099

Buabeng-Andoh, Charles "Factors that Influence Teachers’ Pedagogical Use of ICT in Secondary Schools: A Case of Ghana". Contemporary Educational Technology, vol. 10, no. 3, 2019, pp. 272-288. https://doi.org/10.30935/cet.590099

Buabeng-Andoh C. Factors that Influence Teachers’ Pedagogical Use of ICT in Secondary Schools: A Case of Ghana. CONT ED TECHNOLOGY. 2019;10(3):272-88. https://doi.org/10.30935/cet.590099