Making Information and Communication Technology as a Program in Senior High School Curriculum: Teachers' Concerns

Autor/inn/en	Kissi, Philip Siaw; Opoku, Daniel; Armah, Samuel Ebenezer
Titel	Making Information and Communication Technology as a Program in Senior High School Curriculum: Teachers' Concerns
Quelle	In: International Online Journal of Education and Teaching, 8 (2021) 1, S.108-118 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kissi, Philip Siaw) ORCID (Opoku, Daniel) ORCID (Armah, Samuel Ebenezer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Teacher Attitudes; High School Students; Information Technology; High School Teachers; Case Studies; Foreign Countries; Teacher Surveys; Teaching Methods; Employment Opportunities; Curriculum Development; Grading; Technological Literacy; Teacher Characteristics; Ghana + Suchen Sie Ihr Suchwort? Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Informationstechnologie; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Berufschance; Beschäftigungschance; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Notengebung; Schulnote; Technisches Wissen
Abstract	Information and Communication Technology (ICT) education is considered as a subject not a program in Ghanaian Senior High Schools (SHS) curriculum. However, the performance of students offering ICT related programs in Higher Education is abysmal. Therefore, this study investigated the teachers concerns about making ICT as a program in Ghanaian Senior High School (SHS) Curriculum. 320 teachers in SHSs in Ghana were used for the study. The study employed a cross-sectional survey approach to investigate the concerns of the teachers. Descriptive statistics and independent sample t-test and Analysis of Variance (ANOVA) test were conducted on the responded survey data. The ICT teachers reported that ICT knowledge is relevant for students in SHS (mean = 3.909, SD = 1.093), the students would have several job opportunities (mean = 3.888, SD = 1.215), and should be made a program in the SHS curriculum in Ghana (mean = 3.963, SD = 1.105). Also, there was is a statistically significant difference (t (318) = -1.022, p = 0.00 < 0.05) between the concerns of female and male teachers on concerns of making ICT as a course in SHS curriculum. Additionally, perceived relevant knowledge of ICT and job opportunity would significantly, F = 138.634 and p = 0.000(< 0.05) influence the making ICT as a program in SHS curriculum. The findings draw implications for the Ministry of Education and SHS curriculum planners in updating curriculum to prepare SHS students with the essential ICT knowledge and skills higher education and future employment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01