Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana

Autor/inn/en	Sarfo, Frederick Kwaku; Amankwah, Francis; Baafi-Frimpong, Stephen; Asomani, Joseph
Titel	Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana
Quelle	In: Contemporary Educational Technology, 8 (2017) 2, S.103-118 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Foreign Countries; Teacher Attitudes; Curriculum Implementation; Information Technology; Gender Differences; Teaching Experience; Questionnaires; Statistical Analysis; Global Approach; Statistical Significance; Public School Teachers; Private Schools; Ghana; Stages of Concern Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Informationstechnologie; Geschlechterkonflikt; Fragebogen; Statistische Analyse; Globales Denken; Private school; Privatschule
Abstract	Research findings in the literature show that teachers' concern about change process is extremely personal and it influences the implementation of innovation. This study aimed at assessing information and communication technology teachers' stages of concern regarding the implementation of information and communication technology (ICT) curriculum in basic schools. It also examined the effects of teachers' personal factors or variables such as gender and teaching experience on their stages of concern towards the implementation of ICT curriculum. Modified Stages of Concerns Questionnaires (SoCQ) (Hall, George & Rutherford 1979) based on Concern Based Adoption Model (CBAM) were used to collect data from 346 respondents. Data collected were analyzed using both descriptive and inferential statistics. The result of the study showed that teachers generally had their first and second high concerns at informational and consequence stages respectively and with low concern at awareness stage. Furthermore, statistically significant difference was found between gender and informational, management, consequence, collaboration and refocusing concerns. However, according to the results, teachers' stages of concerns were not related to their teaching experience. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01