Integrating technology into teaching and learning in colleges of education in Ghana

Abstract

The purposes of this study are: (a) to find out the extent to which teacher-trainees could be prepared for ICT integration into the Colleges of Education syllabuses in Ghana; (b) to find out some of the barriers that are militating against the integration of technology into the teaching and learning process. A cross-sectional survey design was employed to collect data in three regions of the country. Data were collected from 120 student-teachers in three Colleges of Education using random sampling. The survey also included 150 tutors from the Colleges of Education who were randomly sampled during a marking section. Data were gathered through questionnaire from all participants. The quantitative data were analysed using frequency table. Percentages were used to answer research questions 1, 2, 4 and 5; while research question three (3) was analysed using qualitative analysis. The results indicated that, in general, Colleges of Education in Ghana have not effectively integrated technology into the college curricula. In addition, to a large extent, tutors and student-teachers did not perceive themselves as having enough training to teach with computers. In response to the urgent need to integrate technology into Ghana’s Colleges of Education curricula, it was recommended that, there should be an establishment of technology centres in the Colleges which will serve as training centres for tutors as well as centres for the acquisition of technology tool for teaching and learning purposes.