Teachers' Digital Literacy and Digital Activity as Digital Divide Components among Basic Schools in Ghana

Autor/inn/en	Quaicoe, James Sunney; Pata, Kai
Titel	Teachers' Digital Literacy and Digital Activity as Digital Divide Components among Basic Schools in Ghana
Quelle	In: Education and Information Technologies, 25 (2020) 5, S.4077-4095 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10158-8
Schlagwörter	Foreign Countries; Elementary School Teachers; Junior High School Teachers; Technological Literacy; Information Technology; Technology Uses in Education; Governance; Ghana + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Technisches Wissen; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung
Abstract	This survey-based study explores the nature of Digital Divide among Ghana's basic (primary and junior high) schools from the perspective of Teachers' Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union's rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers' digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers' digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers' digital empowerment for technology in Ghana's basic schools, of which school-based management (SBM) governance be adapted to address them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01