Professional Documents
Culture Documents
CANDIDATE’S DECLARATION
I hereby declare that this project work is the result of my own original research and that no part of it
has been presented for the award of any other certificate in any institution.
Date……………………………………………………………
SUPERVISOR DECLARATION
I hereby declare that the preparation and presentation of the project work was supervised in
accordance with the guidelines on the project work laid down by the Institute of Education,
Date…………………………………………………………….
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Acknowledgement
Three cheers for Mr. John-Milos Ametefe, for setting a cracking pace and giving me the
inspiration, the space and the charge to release my gift. Not forgetting the extensive editing you did
on the manuscript.
Thanks Dad and Mum for inspiring me with your complete competence in the use of English
Language and your unflinching support to my education both financially and morally.
Gerald, for being my help – mate and for understanding that I am always there for you even though
my time tends to be crowed. You are a pillar in my life and I appreciate you
Thanks to you Ediman for what I learnt from you and for agreeing to help write this project.
Many thank to Gifty, Collins, Bliss, Divine and all the staff of Jasico Demonstration for the
Special thanks to all my friends especially Emmanuel, Rebecca, Bernice, Vincentia, Rita, Richard,
and not forgetting my lovely siblings Esinam, Dzesi and Eleagbe you top them all.
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Dedication
To God Almighty, may you give me the zeal and aspiration to go higher onto the academic ladder.
Table Content
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DECLARATION..................................................................................................................................................................1
DEDICATION......................................................................................................................................................................3
LIST OF TABLES...............................................................................................................................................................6
LIST OF FIGURES.............................................................................................................................................................7
CHAPTER ONE..................................................................................................................................................................8
BODY OF THE PROJECT WORK..................................................................................................................................8
Aims And Objectives...........................................................................................................................................................13
Research Questions..............................................................................................................................................................13
Delimitations........................................................................................................................................................................14
Limitations...........................................................................................................................................................................14
Operational Definition Of Terms.........................................................................................................................................14
CHAPTER TWO...............................................................................................................................................................16
LITERATURE REVIEW..................................................................................................................................................16
Introduction..........................................................................................................................................................................16
Teachers and ICT in Education............................................................................................................................................16
The Concept of Technology.................................................................................................................................................19
Technology Integration........................................................................................................................................................20
The Concept of Teacher Beliefs...........................................................................................................................................21
The Concept of Teachers’ Educational Beliefs Related To ICT..........................................................................................22
Role and Importance of ICT in Education...........................................................................................................................25
Increased Access to Education through ICT........................................................................................................................25
Improved Quality of Education through ICT.......................................................................................................................26
Challenges of ICT in Education...........................................................................................................................................27
Teachers and ICT.................................................................................................................................................................28
High Costs and Other Difficulties in the Transition to ICT education................................................................................29
Government Cooperation and Policy Implementation.........................................................................................................29
CHAPTER THREE...........................................................................................................................................................32
METHODOLOGY.............................................................................................................................................................32
Introduction..........................................................................................................................................................................32
Research design....................................................................................................................................................................32
Descriptive design................................................................................................................................................................32
Population............................................................................................................................................................................33
Sample population................................................................................................................................................................34
Research instrument.............................................................................................................................................................34
Data Analysis.......................................................................................................................................................................35
CHAPTER FOUR..............................................................................................................................................................36
RESULTS...........................................................................................................................................................................36
Introduction..........................................................................................................................................................................36
The teachers’ ICT use profile...............................................................................................................................................37
The teachers’ beliefs about ICT as a teaching and learning tool.........................................................................................40
The Teachers’ belief about ICT integration in education....................................................................................................43
The teacher’s beliefs about ICT and the role of the school, teachers and text books..........................................................46
CHAPTER FIVE................................................................................................................................................................49
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CONCLUSION...................................................................................................................................................................49
Summary..............................................................................................................................................................................49
Recommendations for Implementation of ICT in Education...............................................................................................51
APPENDIX.........................................................................................................................................................................54
REFERENCES...................................................................................................................................................................61
REFERENCES
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List of Tables
Table 3:1 Distribution of Teachers from selected Schools...................................................33
Table 3:2 School by School Selections of Teachers...........................................................34
Table 4:1 Teachers’ classification according to their teaching experience................................36
Table 4:2 Teachers’ classification according to their ICT experience.....................................38
Table 4:3 Teacher’s beliefs about ICT as a teaching and learning tool....................................41
Table 4:4 Teachers beliefs about ICT integrating in education.............................................45
Table 4:5. The teacher’s beliefs about ICT and the role of the school, teachers and text books......47
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List of Figures
Figure 4:1.Teachers’ classification according to their teaching experience..............................37
Figure 4:2 Teachers’ classification according to their ICT experience....................................39
Figure 3:3: The teachers’ ICT use profile.......................................................................40
Figure 3:4 Teacher’s beliefs about ICT as a teaching and learning tool...................................43
Figure 4:5: Teachers beliefs about ICT integrating in education...........................................46
Fig. 4:6: The teacher’s beliefs about ICT and the role of the school, teachers and text books.......48
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CHAPTER ONE
Technology has become part and parcel of human endeavors. Despite the fact that people in remote
areas do not have formal education on technology, they have joined hands with people living in the
With reference to educators and scientist, Information Communication Technology can be defined as
a technology that merges computing with high speed communication links carrying data, sound and
video.
With regards to this, people especially, teachers who happens to be the target of this research, have
Though attempts have been made to bring a clear perception about ICT, it is as a result of these that
a research in to “The Beliefs of using ICT as an educational tool among Basic school Teachers in
Jasikan”
Through observation and analysis, it came to light that a large number of teachers in the Jasikan
Township in the northern part of the Volta Region of Ghana do not have interest on the course.
It has also been realized that, pupils in the schools in the Jasikan Township do not have knowledge
It is rather unfortunate that, even though the Government, Ministry of education, and the Ghana
Education Service are fighting all odds to introduce the ICT as course in all schools as well as all
aspect of our daily lives, these is not gaining the needed grounds in the rural areas such as Jasikan
township.
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Research have it that, one only display his dexterity at where he is very comfortable, hence if
teachers do not have any positive interest about ICT, the grounds can not be gained for pupils to
learn the subject in order to acquire the needed solid foundation on which to build on in the near by
future. Not forgetting that, the whole world is advancing with technology and one can not tell what
It is in this regards that this piece of work is designed to unveil the perception teachers have about
Educational systems around the world, in both developed and developing countries, are under
increasing pressure to use Information and Communication Technologies (ICT) to tech pupils the
Since 1990s, a large number of educational initiatives and research have been directed towards ICT
integration in schools in Ghana. Various approaches have been tried. Prominent among them was the
projects of ‘One laptop per child ‘programme in two basic schools, thirdly, the production and
infusion in schools a simple ICT based tools for instruction in the urban areas.
According to Policy makers, ICT in schools should lead to significant educational and pedagogical
Nowadays, the actual impact of the integration of ICT into everyday classroom practices constitutes
an essential question.
A large amount of research has shown that the use of ICT in education can increase students’
motivation and deepen understanding, promote active, collaborative and lifelong learning, offer
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shared working resources and better access to information, and help them to think and communicate
In other words, ICT appears to change the very nature of teaching and learning. With the emerging
In practice, however, established curricula and teaching approaches still remain essentially
unchanged, while technology is usually underused and poorly integrated into the classroom (Cuban,
2001; Ofsted, 2004). It seems that the outcomes of the relevant initiatives are more evident in pupils’
achievement in ICT capability than in applying their skills and knowledge to other subjects across
the curriculum (Ofsted, 2004). Although home access to ICT has been growing rapidly both for
students and teachers, and ICT infrastructure in the schools (computer labs, educational software
disposal, connection to the Internet, etc.) has improved substantially over recent years, teachers do
According to Dexter et al (1999), it seems that their attitudes and skill level still remains an obstacle
During recent years a large number of initiatives, coming from both the research community and
educational policy makers, have been directed towards the preparation of teachers in order to enable
Various programmes have been established in the European Union (EU) countries (European
Commission, 2002, 2004), USA (PT3, 1999), Australia (Queensland Government, 2004), the UK
(Ofsted, 2002) and so on, aiming at enhancing teachers’ skills in the pedagogical application of ICT
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According to Vosniadou and Killias, Waston, UNESCO, (2001,2001, 2002 ),designing and
implementing successful ICT teacher preparation programmes is considered to be the key factor to
Until now, most teacher training programmes have been designed to raise teachers’ ICT knowledge
and skill levels, and foster positive attitudes towards ICT as a teaching and learning tool.
Nevertheless, emphasis will be placed on an educational innovation that builds upon the integration
technologies (ICT) is often inspired by a widespread and techno centric belief about the
transformative nature of these new technologies. This assumption assigns to technology the capacity
to support powerful and sophisticated learning environments. Technology is seen as a golden key in
According to these authors, technology provides opportunities for access to resources and
tools that facilitate the construction of personal meaning by relating new knowledge to existing
conceptions and understanding. However, the current level of implementation of ICT has not yet
reached critical mass Scrimshaw (2004) and there is a tension between the input of enthusiastic
This research seeks to examine the beliefs of teachers in the Jasikan Township about the use
of ICT in basic education and to find out the role of personal factors, such as teaching experience,
ICT usage, demographics (gender and age) play in teachers’ beliefs about the use of ICT.
Jasikan, in the Northern part of Volta Region of Ghana, happens to be the area under study. It has a
population of about five thousand. It folks are mainly farmers who cultivate different types of food
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Despite the fact that they are mainly farmers, some have interest in education and have made it to the
Jasikan – Buem is the name, the people speak a local dialect known as Lelemi. The word Buem
originates etymologically from an Akans word Buem meaning “open”. This gives clues to be almost
In the town, schools of different caliber can be found; fourteen primary and JHS, a Senior High and
a tertiary Institution.
Problem Statement
The yawning gap between the rural folks and the urban dwellers is a fact which cannot be
over emphasized and it is imperative that efforts are made towards bridging this gab.
Some scholarly works and West African Examination Council (BECE) results reveal that pupils in
The relative intelligence exhibited by pupils in urban centers is often associated with the cooperation
of student – centered instruction which is ICT based and moving away from teachers centered
education.
Efforts made by Policy – Makers, NGOs and Stakeholders in education to deepen ICT education
seems to have little impact in the Jasikan District which is the research area being considered for the
study.
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The rationale of undertaking this project is to examine the extent to which public schools in
the Jasikan township use ICT in Basic Education and propose, using the research findings a better
The research also seeks to unveil the beliefs of teachers in the town about the use of ICT in
education.
1. To identify how personal factors affect the Teachers’ Beliefs about ICT.
2. To unveil the Teachers’ Beliefs about ICT as a teaching and learning tool.
5. To find out the Beliefs Teachers have about ICT in the educational process.
Research Questions
The research seeks to address the following;
2. Do Teachers level of experience with ICT tool influence the use of ICT in education?
3. Do Teachers appreciate the fact that ICT tools can make teaching and learning easier?
Delimitations
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The subject on the ground covers a widely broad spectrum of areas in education. For the
purpose of the study, the research would be restricted to some selected schools in the Jasikan
Limitations
Since the research seeks to unveil the beliefs of teachers, some of these teachers would not be
willing to respond fast to the questionnaire issued out to them in time. Others will not even realize
the importance of the questionnaire left alone take good care of it.
However, it will not be surprising to see some questions not answered to enhance more information.
Digital Divide: Refers to the gap between individuals, households, businesses and geographic areas
at different socio-economic levels with regard to both their opportunities to access information and
communication technologies and to their use of the Internet for a wide variety of activities.
Distance Learning: A form of learning that takes place where the teachers and the students are in
E-learning: E-learning is learning that is enabled or supported by the use of digital tools and content.
Information and Communications Technology (ICT): Consists of the hardware, software, networks,
and media for the collection, storage, processing, transmission and presentation of information
Portal: A Web page, website, or service that acts as link or entrance to other websites on the Internet.
users at different locations to conduct a virtual conference in which the participants can see and hear
one another as if they were in the same room participating in a real conference.
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CHAPTER TWO
LITERATURE REVIEW
Introduction
This part of the project work reports brings to the notice of the people who have ever written
Many authorities suggested laudable ideals to curb this problem. Some which brought out theories or
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Teachers and ICT in Education
Teachers’ attitudes towards ICT in education have a significant influence on ICT adoption
and implementation behaviours in the classroom. Teachers in general agree that computers constitute
a valuable tool and they are positive about students’ attainment of ICT knowledge and skills. In
many cases, they perceive ICT as a new subject matter in education rather than a new way of
teaching and interaction between learners and knowledge (Williams et al., 2000). It appears that,
even though they recognize the importance of introducing ICT in education, teachers tend to be less
positive about its extensive use in the classroom and far less convinced about its potential to improve
teaching (Cox et al., 1999; Zhao & Cziko, 2001; Russell et al., 2003).
Although teachers show great interest in and motivation to learn about ICT, their use of ICT tools is
limited and focused on a narrow range of applications, mainly for personal purposes. Most of them
continue to use computers for low-level supplemental tasks such as word processing (lesson plans,
worksheets, assessment tests, registration of grades, etc.) or getting information from the Internet
(Becker, 2000; Williams et al., 2000; Russell et al., 2003; Ofsted, 2004; Waite, 2004). Relatively
few teachers routinely use ICT for instructional purposes and even fewer are integrating ICT into
subject teaching in a way that motivates pupils, enriches learning and stimulates higher-level
Research also indicates that many teachers have positive attitudes toward technology but they
do not consider themselves qualified to effectively integrate ICT into their instruction (Ropp, 1999).
Lack of adequate training and experience is considered one of the main reasons why teachers have
negative attitudes toward computers and do not use technology in their teaching (Yildirim, 2000).
On the other hand, most findings suggest that teachers with ICT knowledge have a more positive
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According to a study by Shapka and Ferrari (2003), it appears that teachers training to teach
at secondary level had higher self-efficacy than elementary teachers and were less likely to predict
that they would give up or avoid a challenging task. The impact of effective teacher training on ICT
can be measured in terms of changes in attitudes on the part of teachers (Yildirim, 2000; Kumar &
Kumar, 2003; Galanouli et al., 2004) and of students as well (Christensen, 1998).
Recent studies (Hu et al., 2003; Ma et al., 2005) have found that teachers’ perceptions of ICT
A survey in Greek secondary schools (Jimoyiannis & Komis, 2006) outlined five interrelated factors
which influence teachers’ perceptions about technology and professional development aimed at
Various models have been developed aiming at teachers’ preparation for ICT integration in their
classrooms (for example, Rogers, 1995; Russell, 1995; Zhao et al., 2002; Franklin & Sessoms, 2005;
Toledo, 2005). The ‘one shot’ and the ‘one shot plus follow-up’ approaches have not been shown to
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be effective for teachers’ development in ICT in education (Schrum, 1999; International Society for
The main idea is that true ICT integration in everyday teaching and learning needs to consider
technology, content and pedagogy not in isolation, but rather in the complex relationships in the
There are several definitions for technology. According to (Ametefe John ICT course Book
for college of Education 1st Edition 2009): It is defined as the use of tools, techniques, materials and
power to apply scientific knowledge for practices or commercial aims. It includes all computer
hardware, software and accessories that can be used in the class room to enhance teaching and
learning Technology lends itself as the multidimensional tool that assists in the teaching and learning
process. Technology is part of children lives. It is transparent. Many homes have computers and
internet connections for the economically advantaged students the school may be the only place
where they will have the opportunity to use a computer and integrate technology in their learning.
Technology when integrated into the curiosum will revolutionize the learning process.
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a) To search for background information and content materials
h) To keep information
Technology Integration
Integration means bringing of different parts together to combine into one whole.
Technology parts, such as hardware and software together with each subjects-related area of
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curriculum to enhance learning. Curriculum integration with the use of technology involves the
fusion of technology as a tool to enhance the learning in a content are or multidisciplinary setting.
Technology should become an integral part of how the classroom functions and also become
Technology can play that powerful role in enhancing students and teacher’s motivation and helping
students and teachers implement projects. Dwyer (1994) found that technology transform the way
teachers taught. With technology the classroom can be changed from one in which the teacher was
the center of attention and use mostly lecture to one in which children become the centre of learning
and children interacted with each other, that is the teacher and the computer.
It is difficult to describe teacher beliefs in unequivocal terms considering the myriad ways
they have been defined in the research literature. However, building on the substantial body of
literature about teacher beliefs and teacher belief systems, a list of shared defining characteristics can
be developed.
A first defining characteristics that teacher beliefs can be considered to be ‘the individual
conceptions about desirable ways of teaching and conceptions about how students come to learn’
(Beijaard, 1998). Those beliefs are grounded in teachers’ personal belief systems and represent
The set of someone’s beliefs about the physical, the social world, and the self is clustered in
a belief system (Rokeach, 1976). In fact, belief system seems to consist of an eclectic mix of rules of
thumb, generalizations, opinions, values, and expectations grouped in a more or less structured way.
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In primary education, examples of belief systems are reflected in teacher-centred and learner-centred
approaches towards teaching (e.g., Jackson, 1986; Schuh, 2004). Second, teacher beliefs are
established by earlier experiences and influenced by the professional context (Pajares, 1992). By the
time students enter teacher education programs, their beliefs are already shaped by their personal
experiences as pupils (Keys, 2007; Pajares, 1992; Raths, 2001). As a result, teachers’ beliefs appear
According to Rokeach (1976), the stability of a belief is also clear when considering the
position of beliefs within the central-peripheral dimension in a person’s belief system. That is to say,
the more a belief is related to other beliefs, the more it is positioned at the centre of the belief system
and the less this belief is subject to change. The former implies that it is important to consider the
This is particularly true when educational innovations centre on classroom related phenomena that
teachers have to deal with as a complex set of interacting variables and processes, related to a variety
of factors such as pupils, parents, colleagues, management, etc. (Bruner, 1996; Uhlenbeck, Verloop,
& Beijaard, 2002). At a micro-level, teachers enter the teaching setting with their personal theories
about teaching and learning, as well as their personal interpretation of the instructional situation
(Shulman, 1987; Uhlenbeck et al., 2002). This reinforces the earlier statement that teachers are
important agents in the concrete implementation of an innovation process within a classroom setting
As part of the worldwide proliferation of ICT use in society, ICT has entered the educational
field in a pervasive way and is often credited with the potential to revolutionise a so-called outmoded
educational system Albirini, 2006). ICT is expected to offer both a means to operationalise
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constructivist principles and to create constructivist learning environments (Bellefeuille, 2006).
Smeets (2005), for example, investigates Dutch primary teachers’ views regarding the potential
contribution of ICT to the creation of powerful learning environments in which the emphasis is laid
on rich contexts and authentic tasks for the pupils, where active and autonomous learning is
stimulated, where cooperative learning is fostered, and where the curriculum is tailored to the needs
and capabilities of individual pupils. Furthermore, educationists expect ICT to help students to meet
the challenges of the fast-changing world (Hawkridge, 1990; Kearns & Grant, 2002). For example,
students need to learn how to seek information, to think critically, and to take initiatives. ICT is
expected to mediate in this process of socialisation and enculturation (Dede, 2000; Lim, 2002).
In order to realize the potential of ICT, national governments have supported ICT’s
integration in education. For example, in the Flemish educational context where this study is based,
cross-curricular attainment targets for ICT have been prescribed for primary education (Ministry of
the Flemish Community, 2007). Here, ICT is no longer seen as a particular knowledge domain, but
rather as a supportive tool to improve teaching and learning. Nevertheless, the current level of ICT-
implementation in primary schools remains rather restricted (Scrimshaw, 2004). In addition, research
evidence also reveals that significant differences can be observed between and within schools in the
Loveless & Dore, 2002). For example, in reviewing both the municipal and school ICT plans
in Denmark, Bryderup and Kowelski (2002) noticed significant differences between schools
regarding the forms and content of the individual plans, varying from an emphasis on pedagogical
considerations to more instrumental accents. Other differences were found concerning the
description of content and details on how goals were to be achieved. Similar remarks were made in a
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recent study of Tondeur et al. (2006) on the integration of ICT competency frameworks in Flemish
primary education. Their study revealed that government-imposed ICT competencies do not
Recent research about differences in ICT adoption by teachers is often limited to technology-related
variables, such as ‘computer experience’ (Becker, 2001; Williams, Coles, Wilson, Richardson, &
Tuson, 2000) and ‘attitudes towards computers’ (Albirini, 2006; van Braak, 2001). A general finding
is that computer experience is positively related to computer attitudes. The more experience teachers
have with computers, the more likely they will report positive attitudes towards computers (Rozell &
Gardner, 1999). Positive computer attitudes are expected to foster computer integration in the
classroom (van Braak et al., 2004). Other factors frequently to ICT integration include age (e.g.,
Bradley & Russell, 1997) and gender (e.g., Shapka & Ferrari, 2003).
Many researchers have stressed the ‘gender gap’ in computer use. Studies report e.g., lower
levels of classroom use of computers by female teachers (van Braak et al., 2004).
However, building on the earlier discussion about the relationship between educational innovations
and teacher beliefs, the process of ICT integration cannot solely be explained by referring to
level, teachers’ educational use of computers can only be fully understood when taking into account
their educational beliefs (Becker, ; Dede, 2000). Recent studies demonstrate that teacher beliefs
about learning and instruction are indeed a critical indicator for the classroom use of computers
(Becker, 2001; Dede, 2000; Ertmer, 2005). On the one hand, research indicates that teacher beliefs
On the other hand, findings suggest that highly active computer users seem to adopt a
constructivist position (Becker, 2001). This is in line with Duffy and Jonassen’s statement (1992)
about the strong correlation between ICT use and the constructivist perspective. Yet, individual’s
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decisions to accept technology is ‘‘affected by multiple key factors or considerations pertinent to the
technology, the user and the organizational context” (Hu, Clark, & Ma, 2003:227). The available
research evidence clearly illustrates that the question of ICT integration cannot only be explained by
seems to be valid to shift the focus towards a broader debate about the central role and position of
mindsets, assumptions, beliefs, and values of individuals and organizations (Tearle, 2003).
A vibrant education sector is fundamental for developing human capital within countries.
With an active and transformative education policy and a supportive infrastructure, the development
of a knowledge-based population can apply itself to sustained and equitable growth. ICT can play a
vital role in increasing access to education as well as providing better quality education. A study
conducted by the International Institute for Communication and Development (IICD) indicated that
80% of its participants felt more aware and empowered by their exposure to ICT in education, and
60% stated that the process of teaching as well as learning were directly and positively affected by
ICT is used worldwide to increase access to, and improve the relevance and quality of
education. The unprecedented speed and general availability of information due to ICT extends
educational opportunities to marginalized and vulnerable groups. ICT gives students and teachers
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new tools with which to learn and teach. Geographical distance is no longer an obstacle to obtaining
an education. It is no longer necessary for teachers and students to be in the same space, due to
innovations of technologies such as teleconferencing and distance learning, which allow for
ICT, the Internet can also provide these groups with an abundance of online learning materials,
covering a wide range of subjects that are up-to-date and produced by cutting-edge technologies.
Thus, teachers and learners are no longer solely dependent on physical media such as printed
textbooks which are often times outdated especially in the developing world. With today’s
technology, one even has the ability to access experts, professionals, and leaders in the field around
In addition, many world-leading conventional universities are now offering some of their
academic courses through various ICTs for their distant learners and have established themselves as
dual mode universities. Applications and processes of e-learning include web-based learning,
computer-based learning, virtual classrooms, and digital collaboration, where content is delivered via
the internet, intranet/extranet, audio/ and or video tape, satellite TV and CD-ROM. Although many
developing countries have begun to take initiatives to introduce virtual classrooms at their schools,
the use of e-learning continues to be a challenge for the least developed countries.
ICT can enable teachers to transform their practices by providing them with improved
content and more effective teaching methods. Continuous teacher training in updating and enhancing
their methodologies is critical to effective education policy and practice to keep pace with the
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constant advancement of technology. Through online teaching resources and other interactive
ICT can improve the learning process through the provision of more interactive educational
materials that increase learner motivation and facilitate the acquisition of basic skills. The use of
various multimedia devices such as television, videos and computer software can offer a more
Twenty-first century education reform policy has been focused on a shift from the traditional
population.10 In addition; ICT skills that come along with this shift in pedagogy are also useful for
students hoping to transition into today’s job market, which in many countries is increasingly
demanding these skills. Developing a critical mass of knowledge workers with proficient ICT skills
Education leadership, management and governance can also be improved through ICT by
enhancing educational content development and supporting administrative processes in schools and
procedures more effectively, ICT would serve as an incentive for leaders and staff at all levels to
institutionalize its use. Clearly there is great potential for ICT to enhance education around the globe
going forward.
The purpose of the next section of this paper is to identify, address and consider some solutions to
the primary challenges the development community faces in realizing this potential. Specific country
studies were chosen to provide a wide range of perspectives on the realities of ICTE around the
world. The primary focus is on the developing and least developed countries.
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Challenges of ICT in Education
Countries everywhere are facing similar challenges in implementing ICT in their education
systems. Unfortunately, many local, national and regional government bodies are still not giving
ICTE the attention and priority it deserves despite the benefits it brings. Providing basic access to
ICT to young people living in either impoverished communities or rural locations often neglected by
These areas oftentimes lack basic infrastructure such as classrooms, let alone Internet
connectivity. The availability of quality teachers to apply ICT to the existing education systems is
also in short supply. Bringing long-term, sustainable ICTE reform will also be costly and will
challenge policymakers handling national budget allocations to make difficult decisions in how to
Finally, shifting the existing focus from the traditional educational models in place, depending on the
specific country, to one that is ICT driven, will certainly not be easy. The following sections, using
specific country examples, will discuss how these many challenges are being addressed, since
learning from the experiences of others is necessary for policymakers hoping to successfully
ICT can improve the quality of education and heighten teaching efficiency through pre-
service training and programs that are relevant and responsive to the needs of the education system.
This will allow teachers to have sufficient subject knowledge, a repertoire of teaching methodologies
and strategies, professional development for lifelong learning. These programs will expose them to
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new modern channels of information, and will develop self-guided learning materials, placing more
However, it is important to point out that ICT is used to enhance teaching styles, and should
not replace the role of the teacher. ICT helps create structured and systematic teaching as well as
better school management and organization of ICT usage. Teachers should be provided with
adequate and appropriate support in their classrooms, and be guided by professional standards that
As highlighted in the case of Rwanda above, one major obstacle for developing countries, is
dealing with the financial costs of integrating ICT into education. Offering affordable ICT to
underdeveloped regions remains a complex and difficult challenge. Assessing the costs related to
Internet connectivity, for example, varies tremendously between countries and within the countries
themselves.
Another critical issue with the integration of ICTE is the implementation of new technologies
without having analyzed their appropriateness, applicability and impact on various environments and
contexts. In most countries, particularly the least developed ones, they must learn from the
experiences of others, but must also use technology to respond to their own needs and not just follow
trends. It is necessary to focus on training teachers and instructors to use ICT to develop their own
teaching materials and educational content. Considering that a majority of the online content
available is in English, teachers and instructors, as well as outside developers need to make a
meaningful effort to develop learning materials in local languages with appropriate and relevant
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Government Cooperation and Policy Implementation
Another challenge that has emerged is the lack of cooperation and coordination between
national government policies and the use of ICT in educational systems. Many government
ministries lack necessary ICT specialists, such as technicians, programmers, engineers and computer
scientists. Those who are available may not understand or are ill-trained to undertake policy and
strategic planning for the inclusion of learning purposes within an educational setting. Aside from
the lack of staff, there are issues with not having the right tools and institutional infrastructure to
address technology and educational issues dealing with learning and teaching. Government
cooperation is necessary for ICT programs to be sustainable. Its cooperation is needed in order to
support the education curriculum system, which is vital for the survival of ICTE. In the attempt to
re-evaluate the education curriculum of countries to include ICT, governments also have to consider
the social context in which they are implementing this new phenomenon. The realities of individual
countries should be considered and the availability of ICT should be made according to the needs
and desires of the countries in order to facilitate appropriate learning and local ownership of
knowledge.
Governments should adopt a coherent national policy framework, not just within the
education field but also encompassing those of other ministries as they are seen as intertwined. As
mentioned above, the support and collaboration of the national government is necessary for the
sustainability of ICT. National government policies must demonstrate political will and champion
the integration of ICTE purposes. These policies must be in line with national development goals
and frameworks. In countries where implementation capacity is weak and miss-use of resources can
be a major problem, ICT can further enable the country to enhance its capacity building efforts and
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In order for the government to reach its development goals and the goals of the international
community which are reflected in the MDGs, it is imperative that the government curb corruption
and increase the nation’s capacity building and improve accountability and transparency. ICT can be
Taking Ghana as an example, in the early stages of ICT implementation, Ghana found
difficulties in establishing a clear policy framework that would define the roles and responsibilities
of all stakeholders involved and provide a sound blueprint for translating educational policy into
practice. The lack of an effective policy framework led to an unmanageable implementation of ICT
in the school systems. The inactivity of various ministries coupled with the lack of human resource
capacity proved to be challenging obstacles for reform in the educational system. Without a coherent
strategy to fully integrate ICT tools into the classroom, ICT projects would not reach their full
potential or remain sustainable on a large scale. Eventually, under the guidance and facilitation
of the Global e-Schools and Communities Initiative (GeSCI), the Ministry of Education carried out a
critical assessment of the existing utilization of ICTE to identify shortcomings as well as hindrances
caused by the state of the educational system. GeSCI has helped the government of Ghana develop a
National ICT in Education Policy based on the countries ICT for Accelerated Developement
(ICT4AD) Policy and its Education Strategic Plan 2003-2015.With a national education policy in
place to integrate ICTE, Ghana is better prepared to tackle the numerous infrastructural and
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CHAPTER THREE
METHODOLOGY
Introduction
This chapter deals with the methodology. It looks at the design adopted as well as the target
Research design
The design used for the research was mainly action research and descriptive. Action Research helps
to solve immediate problems through changes; both the pupils and teachers are part of the problems
and solutions hence they become very conscious of their practice. In addition action research helps
Descriptive design
It’s a method which specified the way things are used. It involves collecting data in order to
test hypothesis or answer research questions concerning the current state of the subject of the study.
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Population
The population of this study was teachers in the various basic schools in the Jasikan
Township. In all fourteen schools were involved. This gives a total population of ninety of which
forty seven (47) are male and forty three (43) female. From these the sample population was derived.
Male Female
Jasico Demo. Kindergarten - 4 4
Jasico Demo. Primary 8 4 12
Jasico Demo. Junior High School 6 2 8
E.P. Kindergarten - 4 4
E.P. Primary 5 5 10
E.P. Junior High School 4 2 6
Kings Presby Kindergarten - 4 4
King Presby Primary 5 4 9
Kings Presby Junior High School 5 2 7
Nuriya Primary 4 2 6
Nuriya Junior High School 2 2 4
St. Francis School Complex 2 3 5
Sunrise School Complex 4 1 5
2
31st Dec. Women Kindergarten 2 4 6
Total 47 43 90
Sample population
The sample population for the research was derived from the target population through
random sampling. In all, five schools with total sample population of forty (40) consisting of twenty
Male Female
Jasico Demo. Kindergarten - 4 4
Jasico Demo. Primary 8 4 12
Jasico Demo. Junior High School 6 2 8
E.P. Junior High School. 4 2 2
E.P. Primary 5 5 10
Total 23 17 40
Research instrument
The main instrument used for the research was questionnaire. This instrument was chosen
because of its ability to ensure the respondents of the confidentialities and anonymity more so the
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The questionnaire consist of four dimension represented in the scale namely;
2. What are teachers’ beliefs and perceptions about ICT as a teaching and learning tool?
3. What ate their beliefs about ICT integration in the educational process?
4. What are their perceptions and beliefs about the impact on the role of the school, the teacher
The responses for the various questions were graduated using the Likert – type scale. This consist of
five point scale anchored by SA – strongly agree; A – agree; U – unsure; D – disagree; SD – strongly
disagree.
Data Analysis
The data were analyzed using simple spreadsheet and represented in a tabular form as well as
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CHAPTER FOUR
RESULTS
Introduction
This chapter deals with the results obtained after the questionnaires were gathered. It also
Demographic information such as gender, age years of teaching experience, subject specialty, and
type of former ICT training and so on, was also requested. The instrument also included two
questions regarding beliefs about students acquiring basic ICT skills and student using ICT tools for
research and learning across the curriculum. The teachers in the sample responded particularly
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The teachers’ ICT use profile
A total of twenty teachers in the sample reported ownership of a personal computer at home,
while fifteen teachers had internet connection and five their own personal email account. Some
teachers had attended some training concerning computers and general – purpose software.
Teachers have been distinguished into five groups according to their ICT engagement.
As shown in Table 4 one in two teachers have no previous computer experience before the
programme.
Although the teachers studied showed great interest and motivation to develop their ICT
skills, it was discovered the most active users were restricted to a narrow range of supplemental
tasks, for either personal purpose or supporting their traditional instruction. They were usually
preparing their lessons and getting information from internet, reiterating thus the results of previous
studies. Russell et al, Waite (2003, 2004). Only a small percentage of teachers in the sample used
ICT as a teaching and learning tool incorporated as short episodes into the existing curricula and
their conventional instruction methods. Figure I show the distribution of the teachers related to their
ICT profile.
Approximately five out of ten teachers have a PC at home, while one in three has an Internet
connection and one in four a personal email account. Despite that, only a small percentage of the
teachers use ICT in their instruction and even fewer use ICT as a learning tool. There are also
The gender factor still remains critical as far as the teachers’ ICT profile is concerned. As a general
comment, it appears that access to ICT in their school or home environment is not a particular barrier
to the teachers, but the availability of ICT tools does not seem to be a factor favoring or promoting
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Table 4:2 Teachers’ classification according to their ICT experience
It was found out that the core subject teachers in the curriculum with the notable exception of
science teachers do not use computers that often. On the other hand Ghanaian Language teachers
reported that ICT use does not occur frequently during their preparation and their instruction.
Teachers were also asked to mention ICT applications that they could use in their instruction. The
majority were not ready to give at least one example while the rest were restricted to presentation
software or internet to support their traditional instruction process. Finally, some teachers referred
only to basic ICT application for administration and teachers preparation purposes.
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Figure 3:3: The teachers’ ICT use profile
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The second research axis concerns the investigation of teachers’ belief about ICT a teaching
and learning tool. Six items in the questionnaire represent this axis.
The majority of the teachers as in general positive about ICT since they perceive it as a tool for
instruction and learning for every subject in the curriculum and also as a tool that can help students’
critical thinking. It’s interesting, on the other hand, that only few teachers are convinced about the
Table 4:3 Teacher’s beliefs about ICT as a teaching and learning tool
Item SA A U D SD
1 2 3 4 5
22. ICT can be a tool for instruction and learning for 50.0 25.0 12.5 5.0 7.5
24.ICT is impressive but cannot contribute 62.5 25.0 5.0 5.0 2.5
25.I believe that ICT cannot contribute to learning 50.0 25.0 12.5 5.0 5.0
26.I believe that ICT can help students’ critical 57.5 17.5 12.5 10.0 2.5
thinking
27. I need more reasons to be convinced about ICT 62.5 25.5 12.5 0.0 0.0
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The second looks at teachers with neutral beliefs with those who are negative towards the items
The first group is determined by the values corresponding to the teachers that have strongly
positive beliefs about ICT as a teaching and learning tool. It appears that this group is internally
cohesive, since the teachers are strongly positive towards the items in this research axis. In this
group mainly the male teachers, JHS and Up primary educators. Teachers having their own PC, with
low and high teaching experiences and those that attended some training were placed.
The second group is determined by the values corresponding to the teachers with positive and
Also placed are teachers who have not been convinced about ICT usefulness in the instructional
process. Mainly female’s teachers are the mostly found ones, those who do not have their own PC
The third group comprises teachers with negative beliefs about ICT as a teaching and
learning tool. Placed are teachers who have attended no training in ICT and teachers with the large
The main conclusion drown is that there is a strong correlation between the values of the
variables determining the three group of teachers. This indicates the network of teachers’ beliefs is
strongly cohesive within every group. This means that the teachers’ beliefs are consistently similar
along the six items of this axis, that is, the teachers responded more or less in the same
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Figure 3:4 Teacher’s beliefs about ICT as a teaching and learning tool.
The third research axis consisted of six items and concerns teachers’ beliefs about ICT
integration. The greater majority of the teachers perceive ICT as a necessity in our modern society. It
seems that the ICT pedagogical aspect is not clear or prevalent in teachers’ views, although two out
of five recognize the importance of knowing how to organize their instruction and the students’ tasks
This axis shows the contradiction between strongly positive and negative teachers as far as
the items concerning ICT integration in education is concerned. It also focuses on the neutral –
negative beliefs axis, since it juxtaposes teachers with neutral attitudes with those who responded
negatively.
However, with the integration of ICT in education, some teachers were found to be negative
and neutral. With this teachers they do not have any training or experience as far as the ICT skills
and knowledge are concerned. Teachers in this category do not have their own PC at home; neither
any training nor most of them are females and the Languages teachers.
It’s not surprising to found out that some teachers have positive beliefs about the integration
of ICT in education. Teachers here are male, those with their own PC and had some training.
In general, teachers having 1 – 10 years of service experience had positive attitude towards
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Table 4:4 Teachers beliefs about ICT integrating in education
.
Items SA A U D SD
1 2 3 4 5
28. I believe that I will not be able to use effectively ICT 6.1 24.3 12.3 29.4 27.2
in my job
29. We have to introduce ICT in schools because it will 63.0 18.0 5.0 3.0 11.0
education.
32. I should use ICT in my instruction but I do not know 26.0 35.7 13.7 15.3 9.5
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how to organize and manage students’ learning tasks
The teacher’s beliefs about ICT and the role of the school, teachers and text books
The fourth research axis concerns teachers’ beliefs about the changes that ICT could induce,
as far as the role of the school, the teacher and the educational media is concerned. It was found at
that along the items of this axis presented in Table 7, the grater majority of the teachers believe that
ICT will cause substantial changes in the educational process. The majority of the teachers in the
sample believe that ICT will upgrade the role of the teacher. It appears that thee Junior High school
teachers teaching the traditional core curriculum subjects are more reserved as far as the possible
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The same approach has also been exhibited by the teachers who are in the middle of the in
teaching career. Those teachers are negative about the changes in the teachers’ role changes in the
school, are class operation, and also changes in the educational media used.
This finding needs further investigation in order to determine the role of other parameters that
Table 4:5. The teacher’s beliefs about ICT and the role of the school, teachers and text books
Items SA A U D SD
1 2 3 4 5
34. I am afraid that ICT will reduce the teachers’ role, 8.4 19.8 8.9 32.6 30.3
substantial
36. I believe that the role of the school will be radically 34.4 39.6 10.7 11.4 3.9
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Fig. 4:6: The teacher’s beliefs about ICT and the role of the school, teachers and text books
CHAPTER FIVE
CONCLUSION
Summary
Using Gregoire’s Contribution then what direction is integration going if the teachers
themselves have minimal knowledge skills and differing attitudes’. John and Sutherland (2004)
argue that ‘’at the moment we have too much innovation stretch’’ where the gap between pioneers,
and the medium and non-user is idea. For this ‘’long tail ’’ to be shortened new and innovation
2
forms of professional development needs to be instigated’’ He explains that most of the professional
development to date has been based in the idea of ‘’re-tooling’’ that is training is structured to
‘’augment the existing curricular by providing specific training to groups of teacher in the mechanics
of the technology’’ He future argues that what is needed is ‘’What Watsunetal (1999) call a ‘re-
forming’ approach, whereby training is built in a staged process through which teachers have to pass
in order to change their practice’’ Enter (2000) refers to this as ‘’scaffolding’’ teachers through the
A few teachers are experimenting the use of ICT intra and intra-subject to enhance pedagogy.
Such practice are likely to take root across the country but in an uneven fashion depending on access
the individuals and groups initiative and support from school administration. The broader
institutionalization of ICT use in teaching and learning with take more time, though the study did
reveal the beginning of promising practices for durability of ICT in schools such as parent
involvement and the creation of school committees responsible for ICT integration.
An obvious start has to be the issue of teacher’s skills. In general most teachers are far less
competent with ICT that their students. Many of those are the age of 45 have had little expansive to
computers until recently and are just learning to handle email addresses.
Concerted training efforts are required to get most academic staff up to a basic standard of computer
As Newhouse (1999) points out, ‘’rarely are teachers give the time in encouragement to
reflecting on their beliefs about learning or consider implementing new learning programmers.
According to John and Sutherland (2004) it is important that teachers “engage directly in the process
of learning’’ being offered to students. This helps teachers “get in the inside of the innovation as
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well as increasing their confidence, competence experience and understanding of the technology and
In conclusion, although ICT skills of teachers in Ghana as a whole is limited talk less Jasikan
Township, the number of teachers using them is on the rise and so are opportunities to learn hem.
What is observed is the will power teachers have to learn ICT integration build in the experiences
Since male teachers have positive beliefs about the use of ICT in education, female teachers and
other traditional subject teachers should be brief and encourage using ICT as a tool for teaching and
learning.
What the experiences of countries pursuing ICT has taught us thus far is that while there is
tremendous potential for broad ranging improvements across many sectors of education through the
It will take a continued commitment form all stakeholders involved to make any kind of substantial
and sustainable changes. It is the hope that the following recommendations, intended for all
stakeholders involved in bringing ICT to the door step of countries around, communities are sectors
will provide a roadmap for long terms success in bringing ICT to our children.
A key to success is to adopt a comprehensive, end-to-end, systematic approach, with a phased and
learn –as-you-go implementation that can be adjusted to adapt to the specific needs and a change
environment. The recommendation have been categorized into the following; Access, Teachers
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Cost, Government and Policy Implementation, Monitoring and Evaluation
A. For Access
1. Special consideration should be given to ICT connectivity and accessibility for educational
purposes. Planning for connectivity infrastructure and regulations should promote and
facilitate educational use of ICT. The trends towards convergence and new mobile platforms
for internet connectivity need to be, fully exploited through innovative policies needs and
2. Central and regional digital libraries and resource centres should be developed which can
3. Public and Private sector education stakeholders must continue to explore the applications of
mobile technology in the education sector. It is essential that the ongoing proliferation of
mobile devices through – out the developing world collaborates with the education sector to
effectively put to good use the mobile phones that so many young students in developing
A. For Teachers
1. It is necessary to focus on training teachers and instructors to use ICT to develop their own
teaching support materials. This approach assures ownership by teachers and instructors and
2. Teachers should work together with both public and private sectors stakeholders to establish
networks that support them in their transition to ICT based education. Online knowledge
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sharing networks to facilitate this process need to be established for use by teachers at all
levels.
A. For Cost
1. Any initiative, be it from the government, private sector or civil society, should make
one of main obstacle in ICT for education programs. This is particularly relevant for
educational institutions located in rural areas where the school or training institution is the
only access point for computers. Although this will require massive investments in the
infrastructure, it is nevertheless in order to guarantee equal access and over come the digital
divide.
2. If companies from developed countries such as US, should work with local organization, non
profits and small businesses to implement and train local people in new technologies, and
1. Sustainable partnership between the government private sector and civil society must be built
to offset costs and mitigate the complexities of the integration of ICT education. Good will,
dedication, and flexibility are necessary from all partners to ensure agreement and progress.
2. National policies need to be aligned with policies in education. Though private institution
and civil society can implement their own programs they will not be sustainable without the
support of the national government. It seems thus, thus far in this research, that for ICT to be
effective in education, ICT programs require the support of the national government.
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3. In countries where government capacity is weak increased efforts are needed from all
stakeholders to curb corruption and increase the nation’s capacity, accountability, and
transparency. With the misappropriation of funds, any limited resources that may be
earmarked to support ICT in education may never be allocated to the intended efforts.
Stakeholders working on ICT education implementation at all levels must closely monitor the
progress of their project to ensure that they are progressing and sustainable.
APPENDIX
Questionnaire
Topic: The Beliefs of Using ICT as an Educational tool Among Basic School Teachers in Jasikan
NB: The Information required will be use strictly for the purpose of this study and will be treated
confidential.
SECTION A
2. Age…………………………………………
3. Level of Education
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a. Below SHS [ ]
b. SHS [ ]
c. Cert A [ ]
d. 4yrs Cert A [ ]
e. DBE [ ]
f. HND [ ]
g. Degree [ ]
a. Below 2yrs
b. 2-4yrs
c. 5-7yrs
d. 8-10yrs
a. K.G
b. Lower/upper primary
c. JHS
……………………………………………………………...
……………………………………………………………...
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……………………………………………………………...
……………………………………………………………...
……………………………………………………………...
……………………………………………………………...
a. Yes
b. No
……………………………………………………………...
a. None
c. Computer
e. Others specify…………………………………………..
1. Have you ever applied the computer or ICT as a tool in the classroom before?
a. Yes [ ]
1
b. No [ ]
a. Below 2yrs
b. 3-10yrs
c. 11-20yrs
d. 21-30yrs
e. 31 and above
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b. No
a. No experience at all
SECTION B
The following items should be worded with the key provided beneath by ticking (17-30)
Item SA A U D SD
1 2 3 4 5
22. ICT can be a tool for instruction and learning for
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26.I believe that ICT can help students’ critical
thinking
Section C
Items SA A U D SD
1 2 3 4 5
28. I believe that I will not be able to use effectively ICT
in my job
29. We have to introduce ICT in schools because it will
education.
32. I should use ICT in my instruction but I do not know
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33. I want to use computers in the instruction of my
skilled in ICT
Section D
Items SA A U D SD
1 2 3 4 5
34. I am afraid that ICT will reduce the teachers’ role,
substantial
36. I believe that the role of the school will be radically
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Key: SA = strongly agree; A= agree; U=unsure; D=disagree; SD= strongly disagree.
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