Libraries at University of Nebraska-Lincoln
Date of this Version
2-18-2019
Document Type
Article
Citation
Akgül, F., Küpeli, E., & Kır, İ. (2015). Identifying the ICT skill of primary school teachers: The Case of Kahramanmaras, 14 (55), 207-219.
Anderson, R., & Brink, S. (2002). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41 (1), 49-82.
Bibik, N. M., & Vashchenko, L. S. (2004). Kompetentnisnyy pidkhid u suchasniy osviti: svitovyy dosvid ta ukrayins’ki perspektyvy: biblioteka zosvitn’oyi polityky. Kyiv: K.I.S. (In Ukrainian).
Brinkerhof, J. (2006). Effects of long-duration, professional development academy on technological skills, computer self-efficacy, and technology integration: Beliefs and practices. Journal of Research on Technology in Education, 39 (1), 22-44.
Cachia, R., & Ferrari, A. (2010). Creativity in schools: A survey of teachers in Europe. Luxembourg: Publications office of the European Union.
Danso, A. K., & Kesseh, F. N. (2016). Challenges undermining the teaching of ICT as a core subject in senior high schools in Ghana: A case study of selected schools in Kumasi Metropolis. Journal of Information Engineering and Applications, 6 (4), 4.
Earle, R. S. (2002). The Integration of instructional technology into public education: Promises and challenges. Educational Technology, 42 (1), 5-13.
Flores, A. (2002). Learning and teaching mathematics with technology. Teaching Children Mathematics, 8 (6), 308-325.
Fomsin E. F., & Orduah, S. E. (2017). Gender differences in the use of ICT among teachers in model primary schools in Rivers State, Nigeria. British Journal of Education, 5 (4), 88-94.
Frempong, G. K., & Atubra, W. H. (2001). Liberalisation of TELECOMS: The Ghanaian experience. Telecommunication Policy, 25, 197-210.
Gulbahar, Y. (2007). Technology planning: A roadmap to successful technology integration in schools. Computers and Education, 49 (4), 943-956.
Hawkins, J. R. (2002). Ten lessons for ICT and education in the developing world. World Economic Forum.
Hrinh, T. H., Trinh, T. P., & Tran, T. T. (2016). Assess ICT competences in teaching of teachers and trainee teachers at Highland North Vietnam. Journal of Serial Information, 16 (2), 9-13.
International Telecommunications Union (2012). ICT Statistics. (Retrieved from http://www.itu.int/net4/itu-d/icteye/Country Profile.aspx)
Jegede, P. O., Odusola, O. D., & Ilori, M. O. (2007). Relationships between ICT competence and attitude among Nigerian tertiary institution lecturers. Educational Research Revelation, 2 (7), 172-175.
Lau, B. T., & Sim, C. H. (2008). Exploring the extent of ICT adoption among secondary school teachers in Malaysia. International Journal Computing ICT Rest. 2 (2), 19-36.
Li, D. L. (2006). Images of school principals' information and communication technology leadership. Technology, Pedagogy and Education, 9 (3), 287-302.
Maholwana-Sotashe, N. L. (2007). Challenges faced by secondary school teachers in integrating ICT into the curriculum: A multiple case study in the Grahams town Circuit. Rhodes University: Unpublished Master’s Thesis.
Menzi, N., Çalışkan, E., & Çetin, O. (2012). Öğretmen adaylarının teknoloji yeterliliklerinin ceşitli değişkenler açısından incelenmesi. Anadolu Journal of Educational Sciences International, 2 (1), 1-18.
Mumtaz, S. (2000). Factors affecting teachers‟ use of information and communication technology: A review of the literature. Journal Information Technology Teaching Education, 9 (3), 319-341.
Mwalongo A. (2011). Teachers’ perceptions about ICT for teaching, professional development, administration and personal use. International Journal Educational Development. Using Information Communication Technology, 7 (3), 36-49.
Nuuyoma, E. (2012). Challenges faced by English teachers in integrating information and Communication technology in the teaching of reading and writing in two rural primary schools in the Omusati Region and four urban primary schools in the Khomas Region of Namibia. University of Namibia: Unpublished Master’s Thesis.
Pelgrum, W. J. (2001). Obstacle to the integration of ICT in education: results from a worldwide educational assessment. Computer Education, 37 (2), 163-178.
Prensky, M. (2001). Digital native, digital immigrants. On the Horizon, 9 (5), 23.
President’s Committee on Review of Education in Ghana (2002). Meeting the challenges of education in the 21st Century. Accra; Ghana: Adwinsa Publication.
Sampson, D., & Fytros, D. (2008). Competence in technology-enhanced competence-based learning. In Adelsberger, H., Kinshuk, Pawlowski, J. & Sampson, D. (Eds.), International Handbook on Information Technologies for Education and Training (2nd ed.), Berlin: Springer.
Şad, S. N., & Nalçacı, Ö. İ. (2015). Prospective teachers perceived competencies about integrating Information and Communication Technologies into Education. Mersin University Journal of the Faculty of Education, 11 (1), 177-197.
Sarfo, K., Amankwah, K., Oti-Agyen, P., & Yidana, I. (2016). Information and communication technology access and use and competency level among second-cycle school teachers in Ghana. Journal of Media and Communication Studies, 8 (5), 43-51.
Sarfo, K., & Ansong-Gyimah, K. (2011). Ghanaian Senior High School students’ access to and experiences in the use of information and communication technology. In:Mendez-Vilas (Ed.). Education in a technological world: Communication Curriculum Emergency Residue Technology Efforts, 216-223.
Somekh, B. (1991). ImpaCT2: Pupils’ and teachers perceptions of ICT in the home, school and community. ICT in Schools Research and Evaluation Series.
Standholtz H., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology: creating student-centered classrooms. New York: Teachers College Press.
Tella, A., Tella, A., Toyobo, O. M., Adika, L. O., & Adeyinka, A. A. (2007). An assessment of secondary school teachers uses of ICTs: Implications for further development of ICT's use in Nigerian Secondary Schools. Online Submission, 6 (3).
Troter, J. M., & Ellison, L. A. (2001). The effect of computer literacy instruction on teachers, knowledge of and attitudes toward microcomputers. Journal of Computer-Based Instruction, 14 (2), 68-72.
Yavuz Mumcu, H., & Dönmez Usta, N. (2014). Öğretmen Adaylarının Bilgisayarve İnternet Kullanımına Yönelik Tutumları1. Journal of Instructional Technologies & Teacher Education, 3 (3), 44-55.
Yılmaz, M., Üredi, L., & Akbaşlı, S. (2015). Sınıf öğretmeni adaylarının bilgisayar yeterlilik düzeylerinin ve eğitimde teknoloji kullanımına yönelik algılarının belirlenmesi. International Journal of Humanities and Education, 1 (1), 105-121.
Yusuf, M. O. (2011). An investigation into teachers’ self-efficacy in implementing computer education in Nigerian secondary schools. Meridian: A Middle School Computer Technologies Journal, 8(2), 4.
Abstract
Teaching using technologies has helped in making learning flexible, accommodating and increases potential learners. This study examines the information and communication technology assesses and use by teachers of community health nurses training school. The purposive sampling technique was used to select all the thirty teachers. The data was analysed using frequency, percentages, chi-square, bivariate correlation, t-test and linear regression. The study revealed that majority of the teachers has high competence level in ICT usage. The findings of the study showed that majority of the teachers have access to ICT tools such as computers, mobile phones, and personal digital assistants. The three major barriers hindering the integration of the use of ICT by teachers are inadequate teaching and learning materials, lack of time and high cost of ICT equipment. Results showed that ICT competence level positively and significantly correlate with access to ICT device. Again, male and female teachers ICT competence level were not significantly different from each other. We recommend that there is the need to implement policy direction to deal with issues such as provision of computer laboratories, staffing the laboratories with technology assistants in supporting ICT usage by teachers.