Abstract:
The study investigated the benefits and challenges incorporating ICT into teaching
and learning in selected schools in Korle Klottey District. The study was anchored on
the positivist research philosophy and influenced by the quantitative research
approach. The study employed the descriptive survey research design with a targeted
population of 383. Out this number, a sample of 105 ICT teachers which were
selected using purposive sampling technique. Data were collected using questionnaire
was used as the main instrument for data collection. The instrument attracted a
reliability coefficient of 0.78. The data were analyzed using percentages and
frequency distributions. Among other findings were that, ICT resources available for
use in the district are mainly computers, with very few schools having television sets.
Also, inadequate and unavailable ICT resources, lack and unstable sources of
electricity and lack of integration skills were mentioned as the inhibiting factors of
ICT integration into the curriculum. The researcher recommended that, the
government and other stake holders of education in Ghana should consider providing
a variety of Information and Communication Technologies or resources
proportionally to all public basic schools to encourage more effective teaching and
learning.
Description:
A dissertation in the Department of Educational Foundations,
Faculty of Educational Studies submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Post Graduate Diploma
(Education)
in the University of Education, Winneba
