The Paradox of Ghanaian High School Mathematics Teachers’ Perspectives on ICT Use

Abstract

The paper sought to investigate the perceived use of Information Communication Technology (ICT) of high school mathematics teachers in Ghana. A hundred high school mathematics teachers from 20 public schools,10 each located in the rural and urban areas respectively in the Central region of Ghana, were stratified and used in the study. A questionnaire and semi-structured interviews were used to collect data. The result of the study indicated low levels of perceived knowledge/skills of ICT use by high school mathematics teachers, contrary to their reported high usage levels of ICTs. The findings of the study also indicated that the high school mathematics teachers’ ICT use in a professional related context (instructional delivery, assessment, and professional learning network) was minimal compared to use for social networking, although they seemed to be fully aware of the relevance of using ICT in a professional related manner. Similarly, their reported technical knowledge/skills of ICT were low. Thus, the results of the study suggest that, though the teachers reported high ICT usage, actual usage seems to be at the peripheries. Among other things, this study has implications for curriculum development and training in Ghana and countries of similar context. It may be necessary for the Curriculum Research Development Division (CRDD) of the Ghana Education Service in collaboration with the related agencies to explicitly define parameters such as what ICT tools must be used, when they must be used, and how they should be used when reviewing and revising their mathematics teaching curriculum. 

Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics

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Information and Communication Technology in the World of Education: A Theoretical and Empirical Overview – A Literature Review

“…Interactive tools like virtual classrooms, discussion forums, and online group projects encourage active participation and peer learning, essential for developing social and communication skills in a digital age (Andreev et al, 2020;ŞENYİĞİT & SERİN, 2022). Furthermore, the use of data analytics and educational technologies enables educators to tailor their teaching strategies to meet the individual needs of learners, enhancing the learning experience and outcomes (Mensah & Agyei, 2021). Thus, the integration of ICT in education is not just a trend but a critical component in preparing students to thrive in a technologically advanced society, making this topic of paramount importance in educational discourse.…”

ASSESSMENT OF PRE-SERVICE TEACHERS’ PERCEIVED USEFULNESS, EASE OF USE AND BEHAVIOURAL INTENTION TO USE ICTs FOR MATHEMATICS INSTRUCTION: A CASE STUDY

“…The use of Information Communication and Technologies (ICTs) has become a catchphrase in contemporary education. The rapid growth and expansion of ICTs have significantly changed narratives in virtually all human endeavours and have affected the demands of modern societies (Mensah, 2017). Many countries all over the world have continued to push for the full integration of ICTs into education due to the lack of teaching resources and the enablement that ICTs offer.…”

“…ICT takes the low and high calibre students to heights unknown. Thus, it's no gainsaying that integration of ICTs into mathematics instructions can potentially change pedagogical methods radically with the corresponding improvement in students' learning outcomes (Mensah, 2017). Therefore, The need to enhance mathematics instruction through the use ICTs for improving the performance of students in the subject in Nigeria can no longer be paid lip service.…”