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

Buabeng-Andoh, Charles

doi:10.30935/cet.590099

Cited by 32 publications

(24 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Technological pedagogical content knowledge (TPACK) is a useful ICT integration model in education proposed by [54][55]. The model built on [55] Awareness of the Pedagogical Material (PCK) requires technical knowledge as part of technological teaching. Some research found this to be one of the critical factors that affect ICT success in education [56][57] [58][59][60] [61].…”

Section: Digital Literacy Decreases the Cognitive Load Of Working Memory When Studying Chemistrymentioning

confidence: 99%

The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning

Dewi¹,

Pahriah²,

Purmadi³

2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Chemistry learning is faced with problems that emphasize students' difficulty in learning the basic chemistry concepts to become increasingly difficult and less meaningful. Digital literacy can understand chemistry concepts and develop critical thinking skills because digital literacy emphasizes reading, writing, understanding, evaluating, communicating, and using the information in different formats. This research aims to determine the role and urgency of digital literacy for generation Z students in chemistry learning. This research is descriptive qualitative research. The research subjects were chemistry education students of FSTT of Universitas Pendidikan Mandalika. In this study, there were two types of data; primary and secondary data. The primary data was collected through direct observation and interviews. Secondary data was collected through the literature review. The results showed that digital literacy is needed in chemistry learning by focusing on the needs of Generation Z students in accessing the internet as a medium to promises ease of community connectivity, starting from how to communicate, collaborate, be creative, solve problems, make decisions, and consume information. In chemistry learning, digital technology can help improve chemistry teaching quality in technical, cognitive, and social aspects. Also, digital technology has become necessary in chemistry learning because it can help students learn better with various ICT-enabled features that can motivate understanding of chemistry concepts and reduce cognitive memory load when studying ICT-based chemistry. Thus, digital literacy is urgent for Generation Z students in chemistry learning.

show abstract

Section: Digital Literacy Decreases the Cognitive Load Of Working Memory When Studying Chemistrymentioning

confidence: 99%

The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning

Dewi¹,

Pahriah²,

Purmadi³

2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…The staffs are as important for the success of the technology plan as hardware and software, and professionals with great skills, and those with an awareness of how technology fits with instruction. The lack of technical assistance has decreased educators from implementing their teachings by means of ICT (Buabeng‐Andoh, 2019). According to Basak and Govender (2015), lack of technical support means no aid waiting for websites to be accessed, the Internet cannot be connected, printers do not print, machine malfunctioning is not available; administrative support is not available; teachers who use technology are not assisted in‐site; student monitoring is insufficient when using device.. All of the previous issues will affect the positive adoption and application of ICT in teaching and learning by the students. Availability of Time …”

Section: Methodsmentioning

confidence: 99%

Examining the factors affecting the use of ICT in teaching in Yemeni schools

Al‐Mamary

2020

Journal of Public Affairs

View full text Add to dashboard Cite

Owing to the speedy advances in technology, keeping up with such developments and introducing the latest technology in all areas of life are important. In education, many governments have invested in information and communication technology (ICT) to enhance education. However, Yemen remains behind because of many challenges in introducing ICT in education. Thus, this study aims to examine the factors affecting the use of ICT in teaching from the perspective of Yemeni teaching. This study also proposes a model that considers crucial factors that may affect technology use in education. The researchers use the questionnaire to collect primary data and analyse the collected data by using SmartPLS software. A total of 120 teachers from two public and two private schools from Yemen participated in this study. Findingsshow that easy access to the ICT infrastructure, availability of support from technical support team, time availability, and training for technology use are important factors that impacted on teachers' technology use in Yemen. This study adds to the existing literature by identifying factors accurately on the basis of the tested model. The model proposed in this study may assist the government in determining the factors influencing ICT usage and in exerting efforts into reducing or overcoming the challenges in technology use in teaching amongst school and university teachers. Studies on the most important factors for the successful ICT usage in education sector in the Yemeni context are few. Nonetheless, this study identifies the important factors for the successful application of ICT in education in the Yemen. 1 | INTRODUCTION In all aspects of information and communication technology (ICT), ICT use changed the activities and procedures of each type of business dramatically over the last 20 years. Education is a social activity, with high-quality education historically associated with highly personal communication teachers. ICT use in training paves the way for substantial educational opportunities for students. However, as the world moved rapidly to digital media and information, IT's role in education is becoming increasingly important and will continue to grow and develop in the 21st century (Noor-Ul-Amin, 2013). According to Buabeng-Andoh (2012) many governments started a global investment in ICT to improve teaching and learning in schools. Despite all these investments in ICT infrastructure, equipment, and professional development to improve education in many countries, the adoption and integration of ICTs in teaching and learning became limited. Many reasons discourage teachers from using ICT, such as the absence of ICT expertise for teachers; a lack of confidence in teachers; a lack of education for teachers; a lack of adequate services for educators; limited access to ICTs; a rigid traditional education framework. According to Balash, Yong, and Bin Abu (2011), teaching technical resources cannot be limited exclusively to internal factors, including traditions, behaviors or opinions of lecturers. T...

show abstract

“…For example, Koen et al (2017) show that there are persistent and growing differences in data infrastructure between urban and rural areas and, if we view urban areas as having higher socioeconomic status, this is an indirect, positive correlation with the availability of ICT resources ( Yang et al, 2019 ). Furthermore, given that teachers in urban schools have been found to use ICT more frequently than those in semi-urban schools ( Buabeng-Andoh, 2019 ), perhaps we can assume that the frequency is higher than in rural areas as well. According to the same study, urban school teachers receive more training and leadership support than those in semi-urban schools ( Buabeng-Andoh, 2019 ), and, again, perhaps we can expect that it is also more than rural school teachers receive.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Furthermore, given that teachers in urban schools have been found to use ICT more frequently than those in semi-urban schools ( Buabeng-Andoh, 2019 ), perhaps we can assume that the frequency is higher than in rural areas as well. According to the same study, urban school teachers receive more training and leadership support than those in semi-urban schools ( Buabeng-Andoh, 2019 ), and, again, perhaps we can expect that it is also more than rural school teachers receive. Hamzah et al (2021) ’s results about the effects of principals’ digital leadership on teachers’ digital teaching during the COVID-19 pandemic in Malaysia indicate that the level of digital leadership displayed by principals and teachers’ digital teaching practice are in a positive correlation and that the ability to plan and organize digital leadership programs is important and can help improve Students’ academic performance, despite the COVID-19 pandemic crisis ( Karakose et al, 2021a ).…”

Section: Literature Reviewmentioning

confidence: 99%

Self-Assessed Digital Competences of Romanian Teachers During the COVID-19 Pandemic

2022

View full text Add to dashboard Cite

Studies on the determinants of school results have shown that they depend largely on the context of learning. Concerning the pandemic, teachers have been forced to find online teaching methods, which leads us to the central issue of this study of whether the effectiveness of online education depends on teachers’ digital skills. Therefore, in this study, we analyzed the perceived digital competences of Romanian pre-tertiary cycle teachers about their professional status, school location, gender, age, taught field, and prior participation in training for online teaching. Using data from 3,419 self-completed questionnaires in an online survey of teachers performed at the beginning of the global lockdown in March 2020, we have built two reliable measures of perceived digital skills, namely the Self-Assessed Multimedia and Online Skills Score (SMOS) and the Self-Assessed Digital Office Skills Score (SDOS), which were the dependent variables in our study. Hierarchical linear regressions were used to test the hypotheses regarding the variations of dependent variables, measuring the two concepts of self-assessed digital skills (SMOS and SDOS). These concepts underlined that both decrease with age and are positively affected by prior attendance at training sessions for online teaching skills and by having ICT and informatics as a taught subject field. However, teachers of all specialties are relatively significantly less skilled in this field. The most important results concern the impact of gender and professional status on the teachers’ self-assessed digital competences. In summary, it appears that self-assessed office digital skills are a specialism demonstrated mainly by female teachers, while multimedia and online skills are perceived by teachers to be a “male” domain. Simultaneously, net of the other variables, a higher status within the teaching profession correlates positively with perceived office digital skills. Lastly, implications for future research, as well as for educational interventions and policies, are discussed.

show abstract

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

Cited by 32 publications

References 44 publications

The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning

The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning

Examining the factors affecting the use of ICT in teaching in Yemeni schools

Self-Assessed Digital Competences of Romanian Teachers During the COVID-19 Pandemic

Contact Info

Product

Resources

About