Basic School Teachers' Perspective to Digital Teaching and Learning in Ghana

Autor/inn/en	Quaicoe, James Sunney; Pata, Kai
Titel	Basic School Teachers' Perspective to Digital Teaching and Learning in Ghana
Quelle	In: Education and Information Technologies, 23 (2018) 3, S.1159-1173 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-017-9660-8
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Teaching Methods; Models; Teacher Surveys; Regression (Statistics); Path Analysis; Technology Integration; Teacher Attitudes; Environmental Influences; Ghana + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Regression; Regressionsanalyse; Pfadanalyse; Lehrerverhalten; Environmental influence; Umwelteinfluss
Abstract	This study proposes a model for describing the situation of Digital Teaching and Learning ("TD-TaL") in Ghanaian schools using the perspectives of basic school teachers. The Digital Teaching and Learning model was developed based on the theories of Valsiner's Zone of Free Movement ("ZFM") and Zone of Promoted Action ("ZPA") and Vygotsky's Zone of Proximal Development ("ZPD"). The model proposes to look at the effects of ZFM in schools (comprising Digital environment factors and Personal attitudinal and Digital Culture factors) and ZPA (comprising Teacher Training factor) on the Teachers' Digital Knowledge, Competence and Action ("TDKCA") factors to influence teachers in their Zone of Proximal Development. The model was tested in Ghana's case using the survey data collected from 256 teachers from 45 schools across six districts in the Western Region of Ghana. The findings from Regression path analysis revealed that Personal and Digital Culture factors, but most of all teachers' Digital Attitudes effected directly on Teachers' Digital Activities they claimed to be doing, whereas from Environmental factors only Schools' Digital Agenda was impacting Teachers' Digital Action both directly and indirectly through Teachers' Digital Training ("ZPA"). The model specifically highlighted that in observed Ghanaian schools the ZFM factors Digital Infrastructure and Digital Support to Digital Teaching did not associate with the ZPA factor Digital Teacher Training and overall to Teachers' Digital Knowledge, Competence and Action factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01