RP-Department of Educational Communication and Technology

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Browsing RP-Department of Educational Communication and Technology by Author "Ayot, Henry Okello"

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    An Assessment of Basic Schools Teachers’ Integration of Computer Based Instruction into Social Studies Teaching in West Mamprusi Municipality; Implications for Further Development of Computer Based Instruction Use in Ghanaian Schools
    (Research and Scientific Innovation Society, 2019) Bariham, Iddrisu; Ayot, Henry Okello; Ondigi, S. R.; Kiio, Mueni Ngungui; Nyamemba, Nyakundi Patrick
    This quantitative study was conducted in West Mamprusi Municipality to explore the integration of Computer Based Instruction in Social Studies instructional processes among basic schools; opportunities, challenges and implications for policy reforms. The study forms part of an ongoing PhD research which focuses schools preparedness for the integration of Computer Based Instructions in teaching and learning of Social Studies in Northern Region of Ghana. Three research questions and one hypothesis were formulated to guide the study. The research was anchored on the technology acceptance model developed by Davis, Bagozzi and Warshaw, (1989). The correlational research design was employed for the research. The design enabled the researchers to observe two or more variables at a point in time and also useful for describing a relationship between two or more variables in the study. Ten (10) Junior High Schools and 15 primary schools were randomly sampled for the study using proportional allocation formula developed by Yamane (1967). Data were collected by means of structured survey questionnaire constructed with close-ended questions. The questionnaires were pre-testedto ensure reliability using Cronbach’s Alpha formula. The questionnaires yielded an alpha of 0.79 which was within the acceptable standard and hence was adopted for the study. Data were analyzed using descriptive and inferential statistics. The t-test was used to test the hypothesis to determine whether there was a significant relationship between teachers’ gender, age, experience and location in their application of ICT resources during Social Studies instruction. The findings discovered that teachers’ had positive attitudes towards the application of Computer Based Instructions CBIs) as tools for teaching and learning of Social Studies. However, teachers’ do not incorporate CBI in instructions due to lack of digital infrastructure, lack of internet, poor teachers’ ICT skills, limited time, lack of technical support for the teachers’, unstable power supply and lack of school based ICT policies. Teachers’ variables such as age, gender, experience and location were found to have significance mean difference on the extent of integration of Computer Based Instruction in instructional processes. This means that the null hypothesis of no influence of teachers’ characteristics on their level of CBI integration should be rejected. However, teachers’ qualification did not significantly influence the extent to which they incorporated CBI in Social Studies instructions. Based on the findings, the study recommends the Government of Ghana to supply basic schools with appropriate digital infrastructure including internet, in-service training for teachers and increasing budgetary support for schools to operate and sustain the CBI innovation in schools to improve on students’ learning outcomes.
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    Challenges Facing Teachers in Integrating Educational Technology into Kiswahili Teaching. A Case of Selected Secondary Schools in Kisii County.
    (International Educative Research Foundation and Publisher, 2016) Omariba, Alice; Ondigi, S. R.; Ayot, Henry Okello
    Information and Communication Technology (ICT) has brought about profound changes in this 21st century era.ICT has changed the way people communicate and do business. In education, the role of ICT and whether or not it positively influences the learners’ attitudes to work and particularly in language (Kiswahili) has been a matter of much debate. Globally, Kiswahili is taught as a language in universities such as Harvard, Yale, Germany, Osaka-Japan, China, South Korea, South Africa, Ghana and Nigeria just to mention a few. Further, the African Union meetings recognize Kiswahili as one of the languages of communication. The use of ICT creates an environment which moves away from the traditional teacher-centered approaches that have been devoid of learner enjoyment and explorativeness which are important characteristics of effective and meaningful learning. ICT allows learners to create, collect, store, use knowledge and information; and it enables learners to connect with people and resources all over the world (Alberta Learning, 2000). The emphasis of teaching Kiswahili language in Kenya is becoming commonplace. The professional development of teachers on the use of ICT enables them develop and update themselves on the ever changing trends and techniques of integrating Educational Technology (ICT-based ) in teaching. The Ministry of Education in Kenya as in many countries in the world realized and accepted the importance of ICT in teaching. It was with this regard that New Partnership for Africa Development (NEPAD) a pilot project was started with an aim of trying to find out the possibility of realizing the dream of integrating ICT in teaching in secondary schools. However, like any new project, there is a possibility of certain challenges such as students’ attitudes and how to impart knowledge and skills which may first need to be addressed in order to guarantee full implementation and success of the project in Kenyan secondary schools. The presenters of this paper did a study of selected secondary schools in Kisii County Kenya. The purpose of the study was to investigate the professional preparedness of the Kiswahili teachers in integrating educational technology into the teaching of the language and establish challenges teachers face while trying to integrate technology into Kiswahili instructional process. The findings have important implications for the future integration of educational technology in the teaching of Kiswahili in Kenya. Will this dream come true? The presenters will share their findings and experience.