Educational Technology Integration In Teaching In Technical Universities In Ghana
| dc.contributor.author | Owusu-Acheampong, E. | |
| dc.date.accessioned | 2023-10-23T18:32:43Z | |
| dc.date.available | 2023-10-23T18:32:43Z | |
| dc.date.issued | 2022-08 | |
| dc.description | PhD. Adult Education And Human Resource Studies | en_US |
| dc.description.abstract | This study aimed to find the educational technology tools frequently used for teaching in selected Ghanaian technical universities and establish whether or not there is any relationship between educational technology use and enhanced instructional delivery. This study was guided by the Diffusion of Innovations Theory (Rogers, 1962; 2003), Technology, Pedagogy and Content Knowledge (TPACK) Model by (Harris et al., 2009), and the Substitution, Argumentation, Modification and Redefinition (SAMR) model (Puentedura, 2006). This research aligns with the philosophical assumption of pragmatism. The study used the embedded mixed-method design and relied on a questionnaire and semi-structured interviews for data collection from 252 faculty members randomly selected from two Ghanaian technical universities (Koforidua Technical University and Takoradi Technical University). Data were analysed using descriptive and inferential statistics and qualitative thematic analysis. The study found that the effective use of technological tools such as laptop computers, mobile phones and the projector for teaching could make higher education instruction delivery very enjoyable, thereby making teaching outcomes more achievable. The study also revealed that the key factors affecting educational technology integration into teaching are inadequate educational technology tools, inconsistent internet connectivity, insufficient technical support services, and inadequate training, among others. It is therefore recommended that faculty members and the university authorities acquire more educational technologies for teaching. It is also suggested that the universities invest more resources in procuring Information, Communications and Technology infrastructure and ensure consistent internet connectivity. It is also recommended that the institutions organise continuous in-service training through workshops and seminars to acquaint faculty members with the needed competencies for effective and efficient integration of educational technologies into teaching. | en_US |
| dc.identifier.uri | http://ugspace.ug.edu.gh:8080/handle/123456789/40485 | |
| dc.language.iso | en | en_US |
| dc.publisher | University Of Ghana | en_US |
| dc.subject | Educational | en_US |
| dc.subject | Technology Integration | en_US |
| dc.subject | Technical Universities | en_US |
| dc.subject | Ghana | en_US |
| dc.title | Educational Technology Integration In Teaching In Technical Universities In Ghana | en_US |
| dc.type | Thesis | en_US |