The Impact of Tutors’ Digital Literacy on Ict Integration of Pre-Service Teachers: A Case Study of OLA College of Education

Abstract

It is essential for Ghana to have teachers who are proficient in ICT as the use of ICT in classrooms grows. However, available data shows that not much attention has been given to exploring teachers’ digital literacy and the technology integration in the classroom. This study examined the effect of tutors' digital literacy on pre-service teachers' use of ICT at Ghana's colleges of education using OLA College of Education as a case study. The study specifically explored the digital literacy skills level of ICT tutors, examined the relevance of tutors’ digital literacy skills on ICT integration, and interrogated the factors which influence tutors’ digital literacy skills level. Data for this qualitative study was gathered from interviewing four (4) students and two (2) tutors of OLA College of Education. The findings revealed that tutors’ digital literacy level was high and they implemented such skills in their lesson delivery. Again, tutors’ digital literacy was imperative to prepare teacher trainees to fit into the modern digital age. Lastly, the effective integration of ICT in classroom instruction at the College of Education was challenged by students’ overconcentration on making good grades, inadequate ICT infrastructure and poor internet connectivity. The study recommends that students of the Colleges of Education in Ghana need to be oriented to appreciate and focus on the practices that can afford them ICT integration skills during their training rather than just focusing on passing examination. Also, Colleges of Education in Ghana must be stocked with adequate ICT infrastructure for student-teachers to learn with during their training.