TY - JOUR
T1 - Examining teachers’ perceptions of the impact of government of Ghana’s wi-fi technology program on teaching practices
T2 - an empirical study from the senior high schools in the cape coast metropolis
AU - Kyere Asomah, Richard
AU - Darko Agyei, Douglas
AU - Assamah, Gabriel
AU - Amponsah, Kwaku Darko
N1 - Publisher Copyright:
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - 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 method research design was employed to collect data using a questionnaire with both close-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 in 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 effective utility of Wi-Fi technology among teachers, enabling them to shift from traditional to more technologically inclined student-centred learning.
AB - 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 method research design was employed to collect data using a questionnaire with both close-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 in 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 effective utility of Wi-Fi technology among teachers, enabling them to shift from traditional to more technologically inclined student-centred learning.
KW - Information & Communication Technology (ICT)
KW - Internet & Multimedia - Computing & IT
KW - Management of IT
KW - Muesser Nat, Management Information Systems, Cyprus International University, Nicosia, North Cyprus, Turkey
KW - online delivery of education
KW - school’s organization and culture
KW - teacher’s learning experiences
KW - teacher’s reaction
KW - teacher’s use of wi-fi technology
KW - Wi-fi technology
UR - http://www.scopus.com/inward/record.url?scp=85182836145&partnerID=8YFLogxK
U2 - 10.1080/2331186X.2023.2296455
DO - 10.1080/2331186X.2023.2296455
M3 - Article
AN - SCOPUS:85182836145
SN - 2331-186X
VL - 11
JO - Cogent Education
JF - Cogent Education
IS - 1
M1 - 2296455
ER -