Factors That Influence Teachers' Pedagogical Use of ICT in Secondary Schools: A Case of Ghana

Autor/in	Buabeng-Andoh, Charles
Titel	Factors That Influence Teachers' Pedagogical Use of ICT in Secondary Schools: A Case of Ghana
Quelle	In: Contemporary Educational Technology, 10 (2019) 3, S.272-288 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Buabeng-Andoh, Charles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Information Technology; Secondary Schools; Computer Uses in Education; Foreign Countries; Influence of Technology; Technology Integration; Teacher Attitudes; Pedagogical Content Knowledge; Access to Computers; Gender Differences; Public Schools; Private Schools; Competence; Training; Self Efficacy; Urban Schools; Rural Schools; Instructional Leadership; Secondary School Teachers; Technological Literacy; Ghana + Suchen Sie Ihr Suchwort? Informationstechnologie; Sekundarschule; Computernutzung; Ausland; Lehrerverhalten; Pädagogische Kompetenz; Geschlechterkonflikt; Public school; Öffentliche Schule; Private school; Privatschule; Kompetenz; Ausbildung; Self-efficacy; Selbstwirksamkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Instruction; Leadership; Bildung; Erziehung; Führung; Technisches Wissen
Abstract	Technology is perceived as a vital driving force for contemporary education. The Government of Ghana acknowledges the relevance of Information and Communication Technology (ICT) in education, and it is financing ICT in secondary schools. However, most instructors are unwilling to integrate ICT into their teaching. Therefore, the purpose of this study was to investigate the factors that influence secondary school teachers' ICT usage in schools. The participants were 376 teachers randomly selected from 24 public and private schools. The data collected from the participants were analyzed by using descriptive statistics and analysis of variance. The results showed that teachers' use of ICT was still confined to basic and traditional activities such as search for information, class presentation etc. Internal and external factors were found to influence teachers' ICT usage. Also, female teachers reported that they use ICT more than male teachers. In general, this study has contributed to the literature regarding teachers' pedagogical use of ICT in secondary schools and also their gender differences in the use of ICT. (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