dc.contributor.author | Yidana, Issifu | |
dc.contributor.author | Maazure, Casmir | |
dc.date.accessioned | 2013-06-22T12:32:55Z | |
dc.date.available | 2013-06-22T12:32:55Z | |
dc.date.issued | 2012 | |
dc.identifier.citation | Journal of Continuing, Open and Distance Education Volume 2, Issue 1, July 2012 | en |
dc.identifier.uri | http://codl.uonbi.ac.ke/sites/default/files/cees/codl/codl/SCDE%20JOURNAL%202012.pdf | |
dc.identifier.uri | http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/38255 | |
dc.description.abstract | This study investigated faculty perceptions of their technology professional
development needs and how these needs relate to faculty use of instructional
technology in two Ghanaian teacher education universities. The goal was to
document the experiences of academics of the two Ghanaian universities in
getting the faculty to use technology. Participants were 132 teacher education
faculty members selected purposively. The study used survey methodology
supplemented by interviews. The study found no significant relationship between
faculty perceptions of their technology professional development needs and faculty
use of technology for teaching and learning. However, based on participants’
responses to an open-ended question and interviews, this insignificant relationship
could be explained within the context of faculty members’ (a) limited technology
knowledge and skills, (b) limited participation in the technology innovation
decision process, and (c) inadequate opportunity for faculty to have hands-on
experimentation with technology in instruction because of limited technology
resources in classroom settings. The findings of the study can inform faculty
technology professional development facilitators and academic administrators
about the technology needs and concerns of their faculty and about the need to
consider these needs and concerns in their technology professional development
programs in the Ghanaian context. | en |
dc.language.iso | en | en |
dc.publisher | University of Nairobi | en |
dc.title | Integrating ICT into teacher education curriculum: faculty Perceptions of their technology professional development needs in two Ghanaian Universities | en |
dc.type | Article | en |
local.publisher | University of Education, Winneba, Ghana | en |