Utilization of Information and Communication Technology in Teaching and Learning at the Primary School Level: A Developing Country Perspective

2020 Journal of Education and Practice  
The study was conducted to assess the usage of Information Communication and Technology (ICT) in teaching and learning in primary schools within the OLA Circuit of the Cape Coast Metropolis. Again, the study was done to find out the availability of ICT facilities, efficient and accessible this infrastructure and challenges of integration. The study was carried out in five Government (Public) schools within the OLA Circuit in Cape Coast, Ghana. Descriptive survey was conducted using
more » ... s to collect data on 50 teachers. Descriptive and inferential statistical tools such as frequency, correlation and linear regression were used to analyse the data. The findings indicated that teachers teaching in the primary schools were willing to use ICT for their teaching but due to some challenges of inadequate facilities such as computer laboratory, electricity, projectors, scanners, printers and inadequate computer technicians hindering seamless integration of ICT in their teaching and learning. Also, the study showed that teachers had positive perceptions on the benefit of ICT on their teaching. Furthermore, most teachers requested for training in ICT, support services for technology, sufficient software to help sustain their interest in teaching and learning of the subject. It was recommended that technology and technical support unit should be instituted in the various schools to handle technology integration challenges and provide rapid responses to teachers' technological needs. 130 2. How is ICT actually being used by teachers? 3. What is the effect of ICT used by teachers on teaching and learning? 4. What are the challenges facing the integration of ICT for learning and teaching at the basic school level? 5. Are there relationships between the integration, challenges, facilities available, computer skills, perception and educational level? 6. What are the effects of gender, highest educational level, computer skills, perception and availability of ICT facilities on ICT integration? 7. What factors actually contribute to the challenges affecting the integration of ICT? Literature Review The following areas were reviewed under study: policy of ICT education in Ghana, ICT use in Education, benefits of ICT use in Education, factors influencing the implementation of ICT, ICT Facilities accessibility to pupils and teachers, courseware development, training, technical and pedagogical support, impact on the role of the teacher, teacher characteristics, access and use of common ICT tools, confidence in using ICT, student characteristics, school support and ICT teaching issues, challenges and obstacles, beliefs about students work and effort using ICT, planned learning objectives and outcomes, and effect of ICT on teaching and learning.
doi:10.7176/jep/11-33-18 fatcat:4gltagzdubattd2nvm4fdpqwtm