Exploring the Perspectives of Basic School Ghanaian Language Teachers on the Integration of ICTs in Teaching and Learning

Abstract

Since the advent of Information and Communication Technology (ICT), teaching and learning have somewhat taken a paradigm shift. It is, thus, imperative for teachers in all disciplines to appreciate the essence of integrating ICTs in teaching and learning. In this regard, this study sought to explore Basic School Ghanaian Language teachers’ perceptions of ICT integration in Ghanaian language teaching. The study employed a descriptive survey design. Stratified random sampling was used to obtain data from 205 teachers in the Bono, Bono East and Ahafo region of Ghana. Analysis of data collected through a self-developed questionnaire reveals that Ghanaian language teachers exhibit a positive perception of ICT integration in education. However, in practice, they tend to integrate ICT in their instruction on occasional basis. Also, it was revealed that a lack of financial support for ICT resources and lack of in-service training on ICT use were factors that militated against ICT integration in Ghanaian language teaching. Finally, the study revealed a statistically significant difference between degree holders and diploma holders’ perception of ICT integration in teaching and learning Ghanaian language.

Ghanaian Language Students' Acceptance of E-Learning amid the COVID-19 Pandemic

“…Moreover, they felt that e-learning was not compatible with their programme of study (M = 2.26, SD = 1.03) as well as their learning styles (M = 2.26, SD = 1.03); this goes a long way to creating the impression that generally, Ghanaian language students' did not see the usefulness e-learning during the COVID-19 pandemic. These findings align with Nyamekye et al (2021) who found that teachers perceive technology-assisted education to be incompatible with Ghanaian language teaching and learning. Table 3 captures students' views of how easy it was to engage in lessons through the e-learning platform.…”

“…In line with the available literature on ICT-mediated forms of teaching (Hamlaoui, 2021;Yalley, 2022), university students seem to reject the use of the virtual learning medium because they tend to be less confident of how effectively they can engage in the teaching and learning process using virtual means. This revelation appears to reflect the view that teachers as well as students always feel the reluctance to incorporate technologies in their teaching and learning due to factors such as low competence (Hennessy et al, 2010;Nyamekye et al, 2021).…”

“…In particular, one of the academic disciplines whose stakeholders could be severely affected by the sudden transition from the traditional face-to-face method of education to e-learning in Ghana is the Ghanaian language subject area. Research on technology-assisted teaching and learning in Ghanaian language courses suggests that it is a strange experience for both teachers and learners (Nyamekye et al, 2021). These researchers' investigation into teachers' perception of technology-assisted learning in the Ghanaian language subject area suggests that teachers perceive technology-assisted instruction as incompatible with Ghanaian language education; as such, they rarely use technology to aid the teaching and learning of Ghanaian languages.…”

Ensuring Future Resilience beyond ICT and Online Teaching and Learning of Social Studies in Ghanaian Senior High Schools: Lessons from COVID-19 Pandemic

“…In Ghana, for example, there is a significant gap in teachers' and students' preparation for online teaching and learning, particularly among Social Studies teachers and students, compounding the challenges faced during the school closure as a result of the COVID-19 pandemic and education delivery. Several researchers have mentioned that teachers lack the necessary skills, knowledge, beliefs, time availability, and engagement to use ICT (Nyamekye et al, 2021;Agyei & Voogt, 2011). Moreover, students' lack of technological competence and data cost requirements (Henaku, 2020), as well as teachers' deficiency of technical support (Aboagye, 2021), are some of the many challenges associated with ICT integration into Social Studies education, particularly during the peak of COVID-19, which resulted in school closures.…”

“…Many students, notably those from rural and low-income homes, were denied access to educational opportunities provided by the government, corporate groups, and private persons as a means of keeping education moving along (Bariham et al, 2021). Amongst the compounding challenges were the lack of ICT facilities and Internet connections, lack of electricity and finances for maintenance, insufficient computer laboratories, lack of computer competency, and lack of knowledge and abilities for teachers to integrate ICT into the teaching and learning process (Nyamekye et al, 2021;Fidelis & Onyango, 2021;Adarkwah, 2021), with Social Studies teachers, not an omission.…”