Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana
Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana
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Date
2017
Authors
Amankwah, Francis
Sarfo, Frederick Kwaku
Baafi-Frimpong, Stephen
Asomani, Joseph
Journal Title
Journal ISSN
Volume Title
Publisher
ONTEMPORARY EDUCATIONAL TECHNOLOGY
Abstract
Research findings in the literature show that teachers’ concern about change process is
extremely personal and it influences the implementation of innovation. This study aimed at
assessing information and communication technology teachers’ stages of concern regarding
the implementation of information and communication technology (ICT) curriculum in basic
schools. It also examined the effects of teachers’ personal factors or variablessuch as gender
and teaching experience on their stages of concern towards the implementation of ICT
curriculum. Modified Stages of Concerns Questionnaires (SoCQ) (Hall, George & Rutherford
1979) based on Concern Based Adoption Model (CBAM) were used to collect data from 346
respondents. Data collected were analyzed using both descriptive and inferential statistics.
The result of the study showed that teachers generally had their first and second high
concerns at informational and consequence stages respectively and with low concern at
awareness stage. Furthermore, statistically significant difference was found between gender
and informational, management, consequence, collaboration and refocusing concerns.
However, according to the results, teachers’ stages of concerns were not related to their
teaching experience.
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Citation
Sarfo, F. K., Amankwah, F., Baafi-Frimpong, S., & Asomani, J. (2017). Concerns of teachers about the implementation of information and communication technology curriculum in basic education in Ghana. Contemporary Educational Technology, 8(2), 103-118.