Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
education and training has been a priority in Ghana during the last decade, but
progress has been uneven. In most developed countries such as the United
Technology (ICT) in teaching and learning into the curriculum and demonstrate
high level of effective and appropriate use to support teaching and learning for
Furthermore, (UNESCO, 2005) reiterates that those countries have integrated ICT
into their education system because of its profound implications such as enabling
(Privateer, 1999) noted that ICT is supposed to add value to education and to
number of researchers including (Iding et al, 2000) among others assert that the use
of ICT in teaching and learning can help learners become more knowledgeable. In
addition to efforts by teachers to employ ICT to improve learning, the emergence
(Wong, 2003).
The rapid growth of the global economy and the information based society has
pressurized education systems round the world to use ICTs to teach the knowledge
and skills they need in the 21st Century (World Bank, 2004). The growth of the
ICT sector has challenged students to prepare for effective use of the new
technological deficiency, that is, lack of access to knowledge that is learnt via the
performance of students, the government of Ghana has over the years invested
(NEPAD, 2003) Grabe and Grabe, (2007) emphasizes that technologies can play an
important role in enabling students gain skills and knowledge in the teaching and
learning process. In Ghana, it has been emphasized that ICT skills play a key role
recognized that an ICT literate workforce is the foundation on which Ghana can
acquire the status of knowledge and economy. The Government as a result has
made education the avenue for equipping the nation with ICT skills in order to
create a vibrant and sustainable economic growth. The National ICT policy was
launched in response to issue raised due to the fast growth of technology in this
current age. It was also meant to assure the nation achieve part of the Millennium
indicates that there are a number of challenges concerning access to and use of ICT
in Ghana, including high level of poverty, limited rural electrification and power
disruption. Most secondary schools have some computer equipment. However, this
Very few secondary schools have sufficient ICT tools for teachers and students and
education is lagging behind expectation and desire. This was revealed by the fact
while most senior high schools have some computer equipment and only a fraction
was equipped with basic ICT infrastructure necessary for teaching and learning.
United Nations and the World Bank affirms that ICT can increase access to
However, it was noted that WINNESEC like many other senior high schools in the
county was still limited to computer use thereby reducing drastically the impact it
Therefore, we the researchers intended to find out the use of computers in teaching
and learning process and its subsequent effects it has on the students of
WINNESEC.
The purpose of this study was to establish the effect of computer usage on the
i) To examine availability of ICT tools for use in enhancing teaching and learning.
ii) To establish the extent to which teachers were endowed with skills on ICT use
iii) To establish the students attitudes towards the use of computers in teaching and
learning.
Research questions
Based on the objectives of the study, the following were the research questions for
examination:
i) To what extent had Winneba Senior High School established ICT tools for use in
ii) To what extent were teachers endowed with skills on ICT use in enhancing
iii) Which were the factors that encouraged the use of ICTs in enhancing teaching
iv. How does teacher computer usage in the classroom affects students academic
achievement.
very crucial and therefore little time for the respondents to respond to the
questionnaire would make the findings absolute. The teachers and students may
have given responses that seemed not to portray the actual phenomena in the study
because WINNESEC teachers was in their early phase of ICT integration into
teaching and learning characterized by patchy and coordinated provision and use.
Further, the school was in their mid-term and that negatively affect the study. It
was also not possible to relate improvement in teaching and learning on only the
use of ICT because many unobservable factors might also influence better
LITERATURE REVIEW
Introduction
study.
Teacher computer usage (ICT)
from a sender to a receiver with the use of a medium in which the communication
computer usage (ICT use) is a tool. It can be hardware (such as Computers, Digital
Teachers sending computers to the classroom does not necessarily mean they are
effectively using it and as a result, the quality of the lesson would be somehow be
meaningful learning. It is not something one does separately; it is part of the daily
activities taking place in the classroom. Additionally, ICT can support various
learning process more interactive and learners more active and engaged.
As with ICT more generally, direct casual effect are not easily identifiable.
Furthermore, drawing clear conclusions on the effect of ICT from the range of
research evidence and studies can be problematic. There are a number of factors
When considering the effects of computer usage in the classroom, there tends to be
a focus on whether and to what extend computer usage in the classroom can raise
that the learning process can be enhanced through the use of ICT. For effective use
well situated for creative learning approach in which experimentation and critical
scales when teachers use computers in teaching and learning. This is most often
fun and not a regular education and hence students enhance their learning capacity.
active as participants. Typically, students are often passive spends a lot of time
listening and reading. But with the use of ICTs students are more likely to be
interested and attentive and will achieve a wider range of learning outcomes if they
can be active.
Collis, (1989) who points out that teachers will always need to be instructional
that the teachers pedagogical practices best supported by computers use should
Access to information
ICT gives teacher access to information to support them in trying new strategies,
thinking, reflecting on practice and engaging with new materials. Teacher needs
support in making use of new technologies to enhance their personal work before
Teacher-students relationship
The Norwegian (2006) Pilot study emphasized on the role of the teacher as being
more of an advisor, critical dialogue partner and leader for specific subject
domains; thereby promoting greater independence of learning. This point out that
teachers use ICT to change the way they interact with their students; emphasizing
nature of teachers role has the strongest impact on the students role to enhance
students in terms of supporting their learning and providing them with relevant
students are not only required to use computers completely but may also be
required to adjust to change in their role. In many cases, the students role becomes
more; i) Independent and responsible ii) Co-operative and collaborative, and iii)
Directive and negotiate. It follows from the above that there is need to develop
students computer literacy because research studies indicate that students assume
greater responsibility for their own learning when they use computer, working
Research studies further indicate that learners participate more actively when ICT
is used in learning.
together with a positive learning and leads for example to more attention during
The above affirms that teacher computer usage in the classroom enhances a more
key impact of teacher computer usage in the classroom. It also helps students to
reflect on what and how they have learnt and thus a catalyst for reflection. Romboll
difficulties also gain in different ways from the use of computers in the classroom.
Finally, there can be a positive impact on students when computers are used
appropriately in learning.
Teachers Training in computer usage
computers, their pedagogical thinking and their self-reported practices. The results
indicated that only a small percentage of teachers had adequate technical ICT
skills. Furthermore, Veen, (1993) suggested that lack of initial training of teachers
2.8. Summary
The use of computers in teaching and learning is most definitely not a cheap
solution for senior high education, but by facilitating the creation of new modes of
significant role to play in education sector. Teacher computer usage into teaching
and learning has not been successful. However, emphasis has been put across the
Opoku-Agyemang last year august 30, 2015 to provide teachers with relevant
ICT skills in the hope that this will mystically enable them to embrace the use of
SECOND PHASE
Theoretical framework
According to studies carried out by scholars such us (Mishra, 2002, Villalba and
Romiszowsski, 2001) three schools of thought have been widely used in the use of
constructivist learning theory has been identified as the most suitable one for the
on education psychology. Jean Peaget (1896-1980) was the first theorist who
through communication with others (such as parents and peers). He posits that
learning takes place by learners completing tasks for which support (scaffolding) is
initially required. This support may include a tutor, peer or a technology such as
the applications of computers. This has led to the term computer supported
are used to either maintain a learning environment or used to support the student
constructivists (Wilson, 1996, Duffy and Jonassen, 1993 Papert, 1980) in the recent
Based Learning (CBL) has widely been adopted. The aim is to create learning
environments centered on students as learners and believe that they learn more
from what they do and think about rather than from what they are told.
ii) Group-work: Students are divided into groups when they are learning which in
iii) During the process of learning, knowledge, the ability to learn is developed;
with tables such as; seeking meaning, forming opinions, evaluating information
In a constructivist learning environment, the role of the teacher shifts from being
the source of knowledge to facilitating learning. (Khine, 2003) argued that students
should not be left to explore alone but teachers should provide support, coaching
and modeling the students to make certain learning takes place. Unlike the teacher
learning
Teacher computer usage in the classroom and its effect in lesson delivery
Teachers
Teaching and
Learnin
g
Curriculum Computer
Content System
Feedba Learnin
ck g
Learning Students
Outcomes
Learning environments in schools typically involves one or more adult teachers
These people interact and form a variety of relationships, creating what Solomon,
(1994) calls a system of inter-related factors that jointly affect learning. Figure
one above suggest that students and the teacher have the primary interaction with
the curriculum subjects and contents. The schools are organized to deliver subject
matter to students, and the teacher is the core agent that delivers the curriculum
content through various pedagogical practices. The teacher has to select the content
of the lesson and define the objective of the lessons as well as set the instructional
strategy. The teacher can therefore use computer strategy as a mode of delivering
with curriculum content through learning the subject matter. Through the
computer, the student acquires knowledge and skills and applies this knowledge to
other respective subject areas. The use of computer as a mode of learning in the
and Rieber, (1994). They characterize computers as interactive and thus admit
environment. The effects of the student learning the curriculum content are
nature of computer instruction, the basis of this study is that when interacting with
perform differently from the students using conventional methods. This shows that
computer technology if used in the school system can have a positive effect on
Haggins, (2005).