Status of implementation of the ICT Curriculum in Ghanaian Basic Schools

Authors

  • Bernard Yaw Sekyi Acquah Department of Arts & Social Sciences Education University of Cape Coast, Ghana

DOI:

https://doi.org/10.18533/journal.v1i3.31

Keywords:

Curriculum Change, Curriculum Implementation, Information Communication Technology, Teacher Perception, Teaching and Learning Resources, Training Methods, Content Knowledge

Abstract

The focus of the study was to ascertain the extent to which the ICT curriculum is effectively being implemented in basic schools. The aim was to find out teachers’ perception about the introduction of ICT at the basic school level; the availability of facilities for teaching the subject; teachers’ acquired content knowledge as well as their preferred in-service training methods. The study adopted a simple cross sectional survey design which employed descriptive statics for data analysis. A questionnaire was the main survey instrument. A representative sample of 63 public primary schools in the Cape Coast Metropolis was randomly selected, and all ICT teachers (84) in the selected schools were involved in the study. It was revealed that teachers had a positive perception about the teaching of ICT in primary schools. ICT facilities were woefully inadequate for the teaching of the subject in basic schools; the majority of teachers appeared to be knowledgeable in the use of computers and other peripheral devices; and, most of the teachers preferred workshops as a means of acquiring more knowledge and skills in the teaching of ICT.

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