Gauging the E-Readiness for the Integration of Information and Communication Technology Into Pre-Tertiary Education in Ghana: An Assessment of Teachers' Technological Pedagogical Content Knowledge (TPACK)

• Published in: International journal of information and communication technology education Vol. 15; no. 2; pp. 1 - 17
• Main Authors: Gyamfi, Samuel Adu, Gyaase, Patrick Ohemeng, Kuranchie, Alfred
• Format: Journal Article
• Language: English
• Published: Hershey IGI Global 01.04.2019
• Subjects: 21st Century Skills; Agricultural Skills; Analysis; Catholic Schools; Citizenship Education; College teachers; Colleges & universities; Computer literacy; Computer Mediated Communication; Core curriculum; Developed Nations; Economic Progress; Education; Educational Assessment; Educational Certificates; Educational Objectives; Educational Technology; Elective Courses; Elementary Education; Elementary Secondary Education; English; Foreign Countries; Influence of Technology; Information Transfer; Instructional Improvement; Junior High Schools; Knowledge; Labor Force Development; Learning; Lifelong Learning; Mathematics Education; Pedagogical Content Knowledge; Periodicals; Postsecondary Education; Readiness; Students; Teacher Competencies; Teachers; Teachers, Rating of; Teaching; Teaching Skills; Technological Literacy; Technology Integration; Technology Uses in Education; Ghana
• ISSN: 1550-1876; 1550-1337
• DOI: 10.4018/IJICTE.2019040101

Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires educators and teachers who possess the skills to harness the capabilities of ICT into their teaching and learning environments. This article assesses the extent of pre-university teachers' e-readiness to utilize ICT in teaching their various subjects by assessing their technological pedagogical content knowledge (TPACK). Although the ICT literacy of teachers in the pre-university schools in Ghana is high, their ability to utilize ICT to design and deliver subject contents and improve the learning environments of their respective subjects is low. The article suggests a comprehensive retooling of teachers with capabilities to integrate ICT in teaching their subjects.