A Tracer Study on Challenges Affecting the Use of ICT in Pre-Tertiary School Administration in Ghana: Administrators' Perspective
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| Title: | A Tracer Study on Challenges Affecting the Use of ICT in Pre-Tertiary School Administration in Ghana: Administrators' Perspective |
|---|---|
| Language: | English |
| Authors: | Yalley, Clarke Ebow (ORCID |
| Source: | Cogent Education. 2022 9(1). |
| Availability: | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Information Technology, Influence of Technology, Technology Uses in Education, School Administration, High Schools, Administrator Attitudes, Access to Computers, Reprography, Internet, Educational Facilities, Barriers |
| Geographic Terms: | Ghana |
| DOI: | 10.1080/2331186X.2022.2062893 |
| ISSN: | 2331-186X |
| Abstract: | There is a national consultation on how ICTs influences Ghana's school administration and curriculum instruction. For this vision to be actualized, the researcher envisaged that a tracer study on the challenges affecting the use of ICTs in pre-tertiary school administration would provide first-hand information to policymakers. The study adopted a descriptive survey design and employed the census survey to include 60 public Senior High School administrators in the Birim Central Municipality. The data collection instrument was a close-ended questionnaire with an obtained Cronbach's alpha coefficient ([alpha]) of 0.84. The study revealed that pre-tertiary school administrators were satisfied with the accessibility to computers and other hardware equipment but were dissatisfied with the accessibility of software, photocopier, and internet accessibility for administrative works. Furthermore, the institutional barriers (inadequate facilities to support full integration of ICTs and non-inclusion of ICT programs in administrators' training on curriculum delivery) were the obstacles affecting the use of technological resources in the administration and management of schools. Ghana Education Service accepts criticisms of identified challenges on ICT integration from school administrators to inform proper planning and prompt responses for the successful implementation of ICs in schools. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1379086 |
| Database: | ERIC |
| Abstract: | There is a national consultation on how ICTs influences Ghana's school administration and curriculum instruction. For this vision to be actualized, the researcher envisaged that a tracer study on the challenges affecting the use of ICTs in pre-tertiary school administration would provide first-hand information to policymakers. The study adopted a descriptive survey design and employed the census survey to include 60 public Senior High School administrators in the Birim Central Municipality. The data collection instrument was a close-ended questionnaire with an obtained Cronbach's alpha coefficient ([alpha]) of 0.84. The study revealed that pre-tertiary school administrators were satisfied with the accessibility to computers and other hardware equipment but were dissatisfied with the accessibility of software, photocopier, and internet accessibility for administrative works. Furthermore, the institutional barriers (inadequate facilities to support full integration of ICTs and non-inclusion of ICT programs in administrators' training on curriculum delivery) were the obstacles affecting the use of technological resources in the administration and management of schools. Ghana Education Service accepts criticisms of identified challenges on ICT integration from school administrators to inform proper planning and prompt responses for the successful implementation of ICs in schools. |
|---|---|
| ISSN: | 2331-186X |
| DOI: | 10.1080/2331186X.2022.2062893 |
