Examining Teachers’ Perceptions Of The Impact Of Government Of Ghana’s Wi-Fi Technology Program On Teaching Practices: An Empirical Study From The Senior High Schools In The Cape Coast Metropolis
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Date
2024
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Publisher
Cogent Education
Abstract
The study discusses the impact of a nationwide deployment of Wi-Fi technology in
some Senior High Technical Vocational Schools (SHTVs) in Ghana, using the first four
levels of Guskey’s framework. A stratified sampling approach was used to select 119
teachers as participants in the study. An embedded mixed-methods research design
was employed to collect data using a questionnaire with both closed-ended and open-ended items. The findings revealed that the deployment of Wi-Fi technology impacted
positively on the teachers’ learning experiences and was positively perceived by the
teachers in facilitating teaching and learning practices. However, the study also
revealed some deficits in reliability, trust, and connectivity associated with the Wi-Fi
technology, highlighting the need to explore factors that maximize the output of
technological initiatives. The study identifies the school’s organization and the teachers’ learning experiences as two key predictors of maximizing the use of Wi-Fi technology in educational establishments. The study recommends equipping teachers with
the requisite competencies in the use of Wi-Fi technologies through professional
development programs, training, and the enactment of ICT curriculum-based policies
in schools. These policies and support will promote and enhance the effectiveness of
of Wi-Fi technology among teachers, enabling them to shift from traditional to more
technologically inclined, student-centred learning.
Description
Research Article
Keywords
Wi-fi technology, teacher’s reaction, learning experiences