Kindergarten teachers use of ICT tools in classroom practice to facilitate teaching a case study of North Dayi district

Abstract

The purpose of the study intends to find out how kindergarten teacher in in North Dayi District use of ICT tools in classroom practice to facilitate teaching. This study employed a Descriptive Survey Design. Descriptive survey was used to gather information on Kindergarten Teachers use of ICT tools in classroom practice to facilitate teaching: a case study of in North Dayi District. Descriptive survey research design was preferred because information was readily obtainable from kindergarten teachers in their natural environment, concerning their attitudes or beliefs on certain issues of the study. The population of this study included: basic school kindergarten teachers of in the North Dayi District. Therefore the target population of this study consist of 177 kindergarten teachers. The study of this research involved the use of Multistage Sampling Technique to select North Dayi District as the target population. Cluster sampling technique was employed by the researcher to divide the population of North Dayi District into circuits to make the conduct of the research simpler. The researcher adopt a Simple Random Sampling techniques to select; Aveme, Anfoega Botoku, Bume Awate, Vakpo and Wusuta as 6 circuits in North Dayi District The study used Purposive Sampling to identify the respondents (kindergarten teachers) for this study. This study was conducted by the researcher using prepared questionnaires whereby respondents were kindergarten teachers. The researcher analyzed each questionnaire according to the opinion of respondents. Presentations of research findings was done using data analysis charts, tables, bar graphs, percentages, and frequencies. From the findings of the study, most teachers from the North Dayi District strongly and agreed that, using ICT tools help support language development, ICT tools as a support of creativity, ICT makes lesson easily understandable, using ICT tools support children from diverse cultural background, and ICT helps in retention. It can be concluded that, the very first stage of ICT implementation must be effective to make sure that, teachers and students are able to make the best use of it. Thus, preparations of a technology-based teaching and learning begin with proper implementation and supports by the school top management. Therefore the researcher recommended that, head teacher should make sure that their respective kindergarten classrooms have adequate ICT tools for children. This should be complimented by developing a working plan that gives kindergarteners a balanced timetable for learning ICT. The Ministry of Education and Ghana Institute of Curriculum Development should formulate adequate policies that would ensure all public preschools are funded enough to purchase, install and ensure availability of ICT tools as well as replacing the worn-out and dangerous ICT tools. And teacher should develop positive attitude towards ICT, teachers should be trained on how to use ICT in teaching.