ABSTRACT
This study was set out to examine the barriers to ICT
integration into Mathematics teaching and learning in selected Senior High
Schools in the Central Region of Ghana. Specifically, the study aimed to
examine the effects of internal barriers (constructive teaching beliefs,
teaching experience, attitudes toward computer and technology competence) and
external barriers (access to technology use, level of training in the use of
technology, time adequacy, as well as, the culture of the teacher’s
institution) in predicting in-service teachers’ usage of ICT in the teaching
and learning of Mathematics.
The study employed the descriptive survey design to answer
the research questions of the study. Five-point Likert scale questionnaire was
the instrument for data collection. Both purposive and convenience sampling
techniques were used to select 185 in-service teachers for the study. The
multiple regression analysis was used to estimate the factors influencing ICT
integration. The study revealed that in-service teachers’ ICT integration in
the teaching of Mathematics was barely low. Both internal and external factors
had significant effects on ICT integration; but the external factors had
stronger predictability of ICT integration than the internal factors. The study
recommended that the heads of departments should organize regular ICT training
towards increasing teachers’ competencies and decreasing their anxiety to
enhance willingness to integrate ICT in teaching and learning of Mathematics.
CHAPTER ONE
INTRODUCTION
Overview
This chapter is the introductory section of the study which
presents the general background of the study, statement of the problem, purpose
of the study, research questions, significance of the study, delimitations and
limitations of the study and the organizational plan of the study.
Background to the Study
Educational systems are based on teacher and curriculum
concepts. Effectiveness and efficiency of an educational system may rely on
these two inter-related concepts and the harmony between them. Any problems
appearing in either of these concepts will decrease the qualities of the
educational system, as a result affecting the learners. For this reason, the
quality of an educational system should be parallel to the quality of teachers
trained. Moreover, the quality of a teacher will be in harmony with the
curriculum focused knowledge, skills and the attitudes acquired by the
teachers.
Technological and computer competencies of teachers are
important dimensions of this quality. Due to large investments of technology in
many educational institutions, teachers are required to integrate technology
into curriculum and classroom activities (Yasemin, 2008). For this reason,
teacher education programs are reshaped and enhanced with the courses trying to
infuse the use of various technologies. This enhancement includes the knowledge
and skills necessary to use and integrate Information and communication
technology (ICT) effectively. Besides, teachers’ attitudes and beliefs toward technology usage should result in a positive
one (Yasemin, 2008). Therefore, teachers should be designated in such a way
that besides knowing how to use ICT effectively, they have to be empowered to
integrate ICT into teaching and learning of mathematics so as to develop
learners understanding and to support constructivism, cooperative learning and
problem-based learning (Royer, 2002).
In Service teachers should be prepared to pedagogically
integrate information and communication technology (ICT) into their teaching
and learning practices. This is so because the importance of integrating
technology in classroom instruction cannot be overlooked. According to the
Ministry of Education, Youth and Sports and Ghana Education Service (MOEYS
& GES, 2002), integrating technology in classroom instruction ensures
greater motivation, increases self-esteem and confidence, enhances good
questioning skills, promotes initiative and independent learning, improves
presentation of information/outputs, develops problem solving capabilities,
promotes better information handling skills, increasing focus time on task, and
improves social and communication skills. Although large bodies of research
into factors determining the integration of ICT in education emerge from
developed countries, recent researches indicate that developing countries are
finding means to participate effectively in the global information society and
to address the challenges regarding ICT in education (Tilya, 2008).
Despite the increased availability and support for ICT
integration, relatively few teachers intend to integrate ICT into their
teaching activities (Ertmer, 2005). Since the introduction of educational
technologies into classroom settings, teacher education has faced the challenge
of improving in service teacher education for successful integration of
educational technologies into their teaching and learning practices (Sang,
Valcke, Van Braak, & Tondeur, 2010). ICT integration in mathematics
education provides mathematics teachers with integrative teaching methods that
motivate students learning, support their independent learning and active
participation in the discovery of mathematical concepts and topics and as a
result, helps them have deeper understanding of the mathematical ideas (Nimer,
& Wajeeh, 2013). Therefore, the integration of ICT in the teaching and
learning of mathematics, as a result of ICT educational affordances, helps students
have better achievement in mathematics, (Nimer, & Wajeeh, 2013).
Undeniably, Integration of ICT in education has increasingly
become an important concern in education not only in developed countries, but
in developing countries as well including Ghana. A recent study (Agyei &
Voogt, 2012); indicate that, the influence of technological advancement has
necessitated the need for a curriculum that can develop the mathematical power
of students. This includes a shift from a curriculum conquered by memorization of
secluded facts and procedures to one that emphasizes on conceptual
understanding, computational skills, problem solving and the pedagogical
integration of ICT. From the early 1990s, education stakeholders in Ghana have
been concerned about how teachers and students use computers in schools and how
their use supports learning (Boakye & Banini, 2008).
At the beginning of the millennium, education authorities in
Ghana embarked on a number of projects to introduce Information and
Communication Technologies into Ghanaian education set up at all levels of
education. For instance, in the middle of the 1990s, educational providers realized that Ghanaian professionals could not compete on the
global market for jobs, because they were limited in skill, especially in the
area of Information Technology (Nyarko, 2007). The Ministry of Education,
Science and Sports opined that “the integration of ICT into Education will
result in the creation of new possibilities for learners and teachers to engage
in new ways of information acquisition and analysis. ICT may enhance access to
education and improve the quality of education delivery on equitable basis”
(Ministry of Education, Science and Sports (MOESS, 2006).
In their research study (Keong, Horani & Daniel, 2005)
argued that, with the impact of technological forces on teaching and learning
mathematics, it is possible to de-emphasize algorithmic skills; the resulting
void may be filled by an increased emphasis on the development of mathematical
concepts. In addition to that, technology saves time and gives students access
to powerful new ways to explore concepts at a depth that has not been possible
in the past. The power of technology and for that matter ICT leads to
fundamental changes in mathematics instruction.
Also, there is substantial evidence that, in the right hands
and used appropriately for specific purposes in specific contexts, ICT can be
an effective tool in supporting teaching and learning (Agyei & Voogt,
2011). However, it is now firmly established that its introduction into schools
does not by itself improve the quality of education or raise attainment
(Hennessy, Harrison & Wamakote, 2010). Encouragingly, there is growing and
widespread awareness that the pedagogical and technical expertise of the
teacher is absolutely critical here. Governments in sub-Saharan Africa (SSA),
and elsewhere, are emphasizing teacher development as the key to effectively implementing policy and curricula, to using ICT to enhance
teaching and learning, and to raising educational standards (Hennessy et al.,
2010).
Other studies (Beauchamp & Parkinson, 2008; Bottino &
Robotti, 2007) sited in (Agyei & Voogt, 2011) have reported positive
effects of incorporating technology in teaching mathematics such as to enhance
motivation and improve students’ achievement. In spite of the numerous
advantages that come with technology such as better understanding of
mathematics concept taught, easy delivery of mathematical concepts as well as
encourage constructivist approach of teaching and learning, many Ghanaian
mathematics teachers do not feel proficient in teaching mathematics lessons
that take advantage of technology-rich environments (Agyei & Voogt, 2011).
In Ghana, the teacher training institutions have a leading
role to play in producing technologically competent teachers who will teach in
the nation’s pre-tertiary institutions especially in the Basic Schools and
Senior High Schools (SHS). The questions are: do this training with the
intention of producing technologically competent teachers occur at these
training institutions? And if yes, do these mathematics teachers at the SHS
level use ICT in their teaching practices? According to (Agyei & Voogt,
2011), just a few use ICT in teaching mathematics. Hence, the need to study the
SHS mathematics teacher and the barriers that influence the integration of ICT
into mathematics teaching practices. ICT integration into mathematics teaching
is regarded as a cardinal factor in the nations’ scientific and technological
advancement because of its useful links to many other fields of human endeavour
(Ministry of Environment, Science and Technology (2009).
Integrating ICT tools such as computers and scientific
calculators in mathematics instruction have the potential to change pedagogical
approaches radically and to improve individual student learning outcome by
transforming the classroom social practices (Forgasz & Prince, 2004; Goos,
2005). In view of the positive impact of ICT integration in mathematics
instruction, the new educational reforms in Ghana which was launched in
September, 2007 placed high emphasis on the integration of ICT in all subject
areas. Integration of ICT in mathematics is not merely using computer for
typing and printing questions, browsing and delivering lessons through
PowerPoint but rather using ICT (computer) in teaching various topics in
mathematics. It is therefore essential for in- service teachers to use
technology in teaching.
In order to address a need, one must know what a problem is
and use the computational skills acquired to solve mathematical problems.
Despite, these positive impacts ICT makes on teaching and learning of
mathematics, its integration is still a challenge (Agyei & Voogt, 2012).
One of the challenges facing educators is how to ensure that the necessary
combination of skills that will enable them to both effectively use today’s
technologies in the classroom as well as continue to develop and adapt to new
technologies that emerge in the future (Gill & Dalgarno, 2008). Since
teachers are the central force in tapping the learning opportunities created by
ICT, In-service teachers have a leading role to play in the realization of the
goals specified in the various national ICT policy which will go a long way in
the production of technologically competent students who will serve as the
future workforce of the nation.....
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