Principals' ICT Proficiency Level and Tutors’ Willingness to Adopt Modern Technological Devices in Teaching in the Volta and Greater Accra Regions, Ghana

Abraham Lois N.¹, Prince Edem Dzakpasu^1, and Kwabla Destiny Amenyedzi²

¹University of Port Harcourt, Rivers State, Nigeria

²Francis College of Education, Hohoe, Volta Region, Ghana

Cite this paper:
Abraham Lois N., Prince Edem Dzakpasu and Kwabla Destiny Amenyedzi. Principals' ICT Proficiency Level and Tutors’ Willingness to Adopt Modern Technological Devices in Teaching in the Volta and Greater Accra Regions, Ghana. American Journal of Information Systems. 2019; 7(1):1-6. doi: 10.12691/ajis-7-1-1

Abstract

The proficiency level of College Principals in effective utilization ICT has been related to the effective integration of ICT into Colleges and its integration by Tutors in enhancing the learning conditions of students. The descriptive survey was conducted to assess the ICT proficiency level of Principals and Tutors willingness to adopt ICT in their teaching in the Colleges of Education in the Volta and Greater Accra Regions of Ghana. The study utilized a descriptive survey design. The research instrument employed for the study was questionnaires for data collection. The sample size of 10 for Principals was purposively selected from the Colleges of Education in the two regions. In addition, through the use of random sampling, 195 Tutors were selected as sample for the study. Generally, the Principals had a high proficiency level with the use of ICT materials such as computer for making a presentation, computer for teaching, browsing on the internet using different websites. It was observed that the Tutors were willing to adopt ICT in their teaching via their willingness to employ projectors in their teaching, use Microsoft word, excel and power point in teaching, and the purchase of personal computers to use for teaching. It was concluded that the Principals had a high proficiency level in ICT use and the Tutors were as well ready to adopt ICT in their teaching.

Keywords:
principals ICT proficiency technology in teaching ICT adoption in teaching

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Madden, M. E. (2016). Planning for distance learning: issues and strategies. Journal of Behavioral and Applied Management, 4(3), 1078.
[2]	Pollock, K., & Hauseman, D. C. (2018). The Use of E-mail and Principals’ Work: A Double-Edged Sword. Leadership and Policy in Schools, 1-12.
[3]	Apsorn, A., Sisan, B., & Tungkunanan, P. (2019). Information and Communication Technology Leadership of School Administrators in Thailand. International Journal of Instruction, 12(2), 639-650.
[4]	Omwenga, E., Nyabero, C., & Okioma, L. (2015). Assessing the Influence of the PTTC Principal's Competency in ICT on the Tutors' Integration of ICT in Teaching Science in PTTCs in Nyanza Region, Kenya. Journal of Education and Practice, 6(35), 142-148.
[5]	Ramanathan, H., & Andrlic, B. (2018). Marketing perception of educators on the mediation role of ease of use in predicting the relationship between teacher competence and use behaviour. International Journal Vallis Aurea, 4(2), 5-18.
[6]	Tsai, H. C. (2015). A Senior Teacher's Implementation of Technology Integration. International Education Studies, 8(6), 151-161.
[7]	Arokiasamy, A. R. A., bin Abdullah, A. G. K., & Ismail, A. (2015). Correlation between cultural perceptions, leadership style and ICT usage by school principals in Malaysia. Procedia-Social and Behavioral Sciences, 176, 319-332.
[8]	Leong, M. W., Chua, Y. P., Kannan, S., & Maulod, S. A. (2016). Principal Technology Leadership Practices and Teacher Acceptance of School Management System (SMS). Pemimpin (The Leader), 4, 89-103.
[9]	Uğur, N. G., & Koç, T. (2019). Leading and Teaching with Technology: School Principals’ Perspective. International Journal of Educational Leadership and Management, 7(1), 42-71.
[10]	Laschou, S., Kollias, V., & Karasavvidis, I. (2018). How do transformational principals view ICT as a means for promoting educational innovations? A descriptive case study focusing on twenty-first century skills. In Research on e-Learning and ICT in Education (pp. 43-67). Springer, Cham.
[11]	Mohamed, A. H., & Ahmad, A. (2019). Redesigning Continuing Professional Development Training (CPDT) in Higher Education: Enhancing ICT Integration Among University Lectures/Tutors in Classrooms. In Redesigning Higher Education Initiatives for Industry 4.0 (pp. 304-325). IGI Global.
[12]	Almutairi, A. (2018). The impact of ICT in leadership in Kuwait Schools. The Business & Management Review, 10(1), 93-100.
[13]	Yu, C., & Prince, D. L. (2016). Aspiring school administrators' perceived ability to meet technology standards and technological needs for professional development. Journal of Research on Technology in Education, 48(4), 239-257.
[14]	Njathi, S. N., Ngaruiya, B., & Maithya, P. (2018). Principal’s Computer Application Skills as a Determinant of Computer Use in Administration of Public Secondary Schools in Kiambu County, Kenya. Journal of Education and Practice, 2(1), 26-41.
[15]	Murphy, C. J. (2017). Role of the Principal in Implementing Blended Learning in Algebra I Courses in South Carolina Public Schools.
[16]	Leem, J., & Sung, E. (2019). Tutors' beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea. British Journal of Educational Technology, 50(2), 601-613.
[17]	Mirzajani, H., Mahmud, R., Fauzi Mohd Ayub, A., & Wong, S. L. (2016). Tutors’ acceptance of ICT and its integration in the classroom. Quality Assurance in Education, 24(1), 26-40.
[18]	Alghamdi, M. S. (2017). The Reality and Difficulties of Employing ICT in Teaching from the Perspective of Math Tutors of Middle Stage in Riyadh. International Education Studies, 10(12), 109-129.
[19]	Tallvid, M. (2016). Understanding Tutors’ reluctance to the pedagogical use of ICT in the 1: 1 classroom. Education and Information Technologies, 21(3), 503-519.
[20]	Kearney, M., Schuck, S., Aubusson, P., & Burke, P. F. (2018). Tutors’ technology adoption and practices: lessons learned from the IWB phenomenon. Teacher Development, 22(4), 481-496.
[21]	Li, S., Yamaguchi, S., & Takada, J. I. (2018). Understanding factors affecting primary school Tutors’ use of ICT for student-centered education in Mongolia. International Journal of Education and Development using ICT, 14(1).
[22]	Şad, S. N., Açıkgül, K., & Delican, K. (2015). Senior preservice Tutors’ senses of efficacy on their technological pedagogical content knowledge (TPACK). Journal of Theoretical Educational Science, 8(2), 204-235.
[23]	Semerci, A., & Aydin, M. K. (2018). Examining High School Tutors' Attitudes towards ICT Use in Education. International Journal of Progressive Education, 14(2), 93-105.
[24]	Liao, Y. C., Ottenbreit-Leftwich, A., Karlin, M., Glazewski, K., & Brush, T. (2017). Supporting change in teacher practice: Examining shifts of Tutors’ professional development preferences and needs for technology integration. Contemporary Issues in Technology and Teacher Education, 17(4), 522-548.