Gauging the E-Readiness for the Integration of Information and Communication Technology Into Pre-Tertiary Education in Ghana: An Assessment of Teachers' Technological Pedagogical Content Knowledge (TPACK)

Gauging the E-Readiness for the Integration of Information and Communication Technology Into Pre-Tertiary Education in Ghana: An Assessment of Teachers' Technological Pedagogical Content Knowledge (TPACK)

Patrick Ohemeng Gyaase (Catholic University College of Ghana, Fiapre, Ghana), Samuel Adu Gyamfi (University of Education, Winneba, Ghana) and Alfred Kuranchie (Catholic University College of Ghana, Fiapre, Ghana)
DOI: 10.4018/IJICTE.2019040101

Abstract

Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires educators and teachers who possess the skills to harness the capabilities of ICT into their teaching and learning environments. This article assesses the extent of pre-university teachers' e-readiness to utilize ICT in teaching their various subjects by assessing their technological pedagogical content knowledge (TPACK). Although the ICT literacy of teachers in the pre-university schools in Ghana is high, their ability to utilize ICT to design and deliver subject contents and improve the learning environments of their respective subjects is low. The article suggests a comprehensive retooling of teachers with capabilities to integrate ICT in teaching their subjects.
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Integration Of Information And Communication Technology (Ict) Into Education

Information and Communication Technologies are computer-based tools and applications used in collecting, recording, preserving, processing, researching, transferring and receiving information for teaching and learning. The pervasiveness of ICT in education is transforming the traditional pedagogy in the last three decades. The sustained innovations and access to digital technology offer tremendous prospects for various socio-economic sectors for improvements in living standards (Quadri, et al., 2017). The realization of these potentials offered by ICT requires the acquisition of ICT skills, strategies and dispositions to enable successful use of and adaptation to the rapid changes in technology-led developments. These skills would facilitate the usage of the Internet and other ICT tools to identify important questions, locate, critically evaluate the usefulness of that information, synthesize it to answer those questions, and then communicate the answers to others (Gyamfi, 2017).

A successful integration of ICT into pre-tertiary education involves the utilization of ICT for teaching and learning across a range of subjects to achieve the educational objectives at that level. Teachers and educators must, therefore, be abreast of ICT to fuel lifelong learning. This requires more knowledge and skills than merely introducing teachers and students to the learning of programming and basic ICT skills (Opele, Shiundu, Sandra, & Pepela, 2017).

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