Abstract:
In higher education, technology has the ability to fundamentally alter the nature of teaching and learning. Several studies have emphasized the importance of lecturers in higher education using instructional technology in their classrooms. Tutors at Accra College of Education, Ghana, were examined for their use of instructional technology in the classroom. When it came to collecting data, a questionnaire and interview guide were employed. The research has a sample size of 41 participants. The questionnaire was pre-tested and found significantly reliable (alpha reliability of 0.742). The responses, first to the questionnaire were presented in frequencies and percentages and the interview transcribed, categorized and discussed using emerging themes in line with the research questions. A mixed method, quantitative and qualitative paradigm, was employed in this descriptive survey research design. The study revealed that Interactive whiteboards/SMART Boards; Websites and Blogs; internet/Wi-Fi and projectors are the kind of instructional technology mainly used by tutors in teaching. Also, tools such as videos, podcasts, and online quizzes were used to support the flipped classroom teaching strategy. Findings from the study showed that most tutors did not very often use instructional technology in teaching. Further, it was revealed that unreliable electricity supply and network access, inadequate computer peripherals and poor support from school authorities were the main barriers to the successful use of instructional technology by tutors. It is recommended that school authority installs more computers, internet outlets, projectors and screens to cover all lecture rooms.
