The Information Technology Challenge in Teaching Senior High School Geography in Ghana
Abstract
The use of information technologies in the field of geography, an important discipline in social sciences, contributes to rendering abstract phenomena and concepts concrete, thereby increasing high school education students’ interest in geographic education. This study evaluated the extent to which information technologies has been diffused in high school geography lessons in a metropolitan area in Ghana, by focusing on geography teachers use of information technologies in teaching. In all, 40 geography teachers from 15 selected senior high schools in the metropolis were used for the study. Numerical analysis and descriptive analysis techniques were used in the analysis of the research data. Results indicated that the use of information technologies in teaching geography lessons in senior high schools was limited. The geography teachers attributed the inadequate use of information technologies to insufficient equipment, insufficient skills on the part of teachers, and inaccessibility to the available equipment. The research further indicated that teachers did not receive adequate training in the use of information technologies in their teacher preparation institutions and therefore, lacked the needed skills and were reluctant to use technology in the classroom to enhance teaching and learning.
DOI:10.2458/azu_itet_v6i1_antwi
Keywords
References
Acquah, P. C., Asamoah J. N., &. Konadu, D. D. (2017). Introduction of geographical information systems (GIS) in technical university education in Ghana: Challenges and the way forward. Review of International Geographical Education Online, 7(2), 207-220.
Agyei, D. D. (2014). Analysis of Technology Integration in Teacher Education in Ghana. Journal of Global Initiatives: Policy, Pedagogy, Perspective. 8, (1), 69-86.
Agyei, D. D., & Voogt, J. (2011). ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Education and Information Technologies, 16(4), 423-439.
Agyeman, D. K., Baku, J. J. K., Gbadamosi, R., Addabor, E., Adoo-Adeku, K., Cudjoe. M., Essuman, A. A. (2000). Review of Education Sector Analysis in Ghana 1987-1998. France: UNESCO.
Ali, G., Haolader, F., & Muhammad, K. (2013). The Role of ICT to Make Teaching-Learning Effective in Higher Institutions of Learning in Uganda. International Journal of Innovative Research in Science, Engineering and Technology, 2(8), 4061–4073.
Amenyo, J. T. (2003). A model of national ICT policy for a sustainable development of Ghana: A system-theoretic approach based on SOCAR analytics, p. 5.
Amossun, P. A. (2016). Why Nigerian geography teachers scarcely and scantly teach map reading and why students are scared of it. African Educational Research Journal, 4(2), 42-48.
Audet, R. H., & Paris, J. (1997). GIS implementation model for schools: Assessing the critical concerns. Journal of Geography, 96, 284-300.
Baker, T. R. (2015). WebGIS in education. In O. Muniz-Solari, A. Demirci, & J. van der Schee (Eds.), Geospatial technologies and geography education in a changing world: Geospatial practices and lessons learned (pp. 105-115). Tokyo, Japan: Springer.
Bednarz, S. W. (2004) Geographic information systems: A tool to support geography and environmental education? GeoJournal, 60(2), 191–199.
Brooker, S., & Michael, E. (2000). The potential of geographical information systems and remote sensing in the epidemiology and control of human helminth infections. Adv. Parasitol, 47, 245- 288.
Brownell, K. (1997). Technology in teacher education: Where are we and where do we go from here? Journal of Technology and Teacher Education 5, 117-138.
Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development Using Information and Communication Technology, 8, 136-155
Buabeng-Andoh, C., & Yidana I. (2015). Teachers’ ICT usage in second-cycle institutions in Ghana: A qualitative study. International Journal of Education and Development using Information and Communication Technology (IJEDICT, 11(2), 104-11
Cheung, A. C., & Slavin, R. E. (2013, June 13). The effectiveness of educational technology applications for enhancing mathematics achievement in K–12 classrooms: A meta-analysis. The best evidence encyclopedia (ERE). Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education (CDDRE). Retrieved from https://files.eric.ed.gov/fulltext/ED527573.pdf
Cova, T. J. (1999). GIS in emergency management. Geographical information systems, 2, 845-858.
CRDD—Curriculum Research and Development Division (2007). Teaching Syllabus for Information and Communications Technology (Core): Senior High School. Accra, Ghana: Ministry of Education Science and Sports.
Dankwa, W. A. (1997, May 27). SchoolNet: A catalyst for transforming education in Ghana. Retrieved from https://www.isoc.org/inet96/proceedings/c6/c6_1.htm
Davidsen, J., & Christiansen, E. (2014). Mind the hand: A study on children’s embodied and multimodal collaborative learning around touchscreens. Designs for Learning, 6, 10-33.
Davidsen, J., & Georgsen, M. (2010). ICT as a tool for collaboration in the classroom – challenges and lessons learned. Design for Learning, 3(1-2), 54–69.
Doering, A., Koseoglu, S., Scharber, C., Henrickson, J., & Lanegran, D. (2014). Technology integration in K–12 geography education using TPACK as a conceptual model. Journal of Geography, 113(6), 223-237.
Dooley, K. E. (1999). Towards a holistic model for the diffusion of educational technologies: An integrative review of educational innovation studies. Educational Technology & Society, 2(4), 125-138.
Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. Educational Technology Magazine, 42(1), 5-13.
Folson, R. B. (1995). The contribution of formal education to economic development and economic underdevelopment Ghana as a paradigm (Vol. 619). Frankfurt: Peter Lang Inc.
Fry, C. (1999). GIS in Telecommunications. In P. Longley, M. Goodchild, D. Maguire, & D. Rhind, eds., Geographical Information Systems Volume 2: Management, New York: John Wiley and Sons.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research: An introduction (7th Ed.) New York: Pearson Education Inc.
Ghana Statistical Service (2014, June 13). 2010 population and housing census. Retrieved from http://www.statsghana.gov.gh/docfiles/2010_District_Report/Ashanti/KMA.pdf
Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12(1), 193–204.
Government of Ghana. (2002). Introducing information and communications technology in pre-tertiary institutions: A policy framework. Accra: Government publishers.
Hawkins, R. (2002) Ten Lessons for ICT and Education in the Developing World. The global Information Technology Report 2001-2002.
Hennessy, S., Harrison, D., & Wamakote, L. (2010). Teacher factors influencing classroom use of ICT in sub-Saharan Africa. Itupale Online Journal of African Studies (Education in Africa: Developments in the 21st Century), 2, 39-54.
Hikkarainen, K., Ilomaki, L., Lipponen, L., Muukkonen, H., & Rahikainen, M. (2000). Students skills and practices of using ICT: Results of a national assessment in Finland. Computers and Education, 34(2), 103-117.
Inkoom, D. K. (2009). Planning education in Ghana. Unpublished case study prepared for the Global Report on Human Settlements.
Jarvis, C.H., Kraftl, P., Dickie, J. (2017). Connecting spatial literacy with children’s geographies: GPS, Google Earth and children’s everyday lives. Geoforum 81, 22–31. https://doi.org/10.1016/j.geoforum.2017.02.006.
Jo, I. (2016). Future teachers’ dispositions toward teaching with geospatial technologies. Contemporary Issues in Technology & Teacher Education, 16(3), 310-327.
Kerski, J. J. (2001). A national assessment of GIS in American high schools. International Research in Geographic and Environmental Education, 10, 72-84.
Kihoza, P., Zlotnikova, I., Bada, J., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 12(1), 107-128
Lai, C. (2015). Modelling teachers’ influence on learners’ self-directed use of technology for language learning outside the classroom”. Computers & Education, 82(3), 74-83.
Lai, G., Zhu, Z., & Williams, D. (2017). Enhance students’ learning in business statistics class using video tutorials. Journal of Teaching and Learning with Technology, 6(1), 31-44. https://doi.org/10.14434/jotlt.v6.n1.21161
MaKinster, J., & Trautmann, N. (2014). The nature of teacher knowledge necessary for the effective use of geospatial technologies to teach science. In J. MaKinster, N. Trautmann, & M. Barnett (Eds.), Teaching science and investigating environmental issues with geospatial technology: Designing effective professional development for teachers (pp. 333-353). New York, NY: Springer.
Mangesi, K. (2007, May 16). ICT in education in Ghana. Retrieved from http://www.infodev.org/infodev-files/resource/InfodevDocuments_406.pdf
Martin, L. (2011). Teaching business statistics in a computer lab: Benefits or distraction? Journal of Education for Business, 86(6), 326-331.
Mereku, D. K., Yidana, I, Hordzi, W., Tete-Mensah, I., Tete-Mensah, W., & Williams, J. B. (2009, April 17). Pan African Research Agenda on the Pedagogical Integration of ICTs: Ghana Report. Retrieved from http://www.ernwaca.org/panaf/pdf/phase-1/Ghana-PanAf_Report.pdf
Mfum-Mensah, O. (2003). Computers in Ghanaian Secondary Schools: Where does equality come in? Current Issues in Comparative Education, 6(1), 40-49.
Mikre, F. (2011). The roles of information communication technologies in education. Review article with emphasis on the computer and Internet. Ethiopian Journal of Education & Science, 6(2), 109-126.
Ministry of Education (2015, June 10). Ashanti region. Retrieved from http://ghanaschoolsinfo.org/ScoolMappingDigest/ASHANTI_REGION.pdf
Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-342.
Munienge M., Jones T. and Muhandji K. (2013). Integration of ICT in education: Key challenges. International Journal of Emerging Technology and Advanced Engineering 3(11), 515-520.
Murayama, Y., & Thapa, R. B. (2008, April 8). Land evaluation for peri-urban agriculture using analytical hierarchical process and geographic information system techniques: A case study of Hanoi. Retrieved from https://www.researchgate.net/profile/Rajesh_Thapa2/publication/223500472_Land_evaluation_for_peri-urban_agriculture_using_analytical_hierarchical_process_and_geographic_information_system_techniques_A_case_study_of_Hanoi/links/0deec536c6b2e6a6ee000000.pdf
Natia, J. A., & Al-hassan, S. (2015). Promoting teaching and learning in Ghanaian Basic Schools through ICT. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 11(2), 113-125.
National Geography Society (2016, November 20). Retrieved from http://nationalgeographic.org/encyclopedia/geographic-information-system-gis/
Norrby M., Grebner C., Eriksson J., Bostrom J. (2015). Molecular rift: Virtual reality for drug designers. J Chem Infrom Model, 55, 2475-2482.
Patel, P., & Patel, N. (2017). ICT pedagogy for effective learning, education and quality evaluation. International Journal of Computer & Mathematical Sciences. 6(5), 101-107.
Patterson, M. W., Reeve, K., & Page, D. (2003) Integrating Geographic Information System into secondary curricula. Journal of Geography, 102(6), 275-281.
Quist, H. O. (2003). Secondary education - a ‘tool’ for national development in Ghana. A critical appraisal of the post-colonial context. Africa Development, 28(3&4), 186-210.
Rastogi, A., & Malhotra, S. (2013). ICT skills and attitude as determinants of ICT pedagogy integration. European Academic Research, 1(3), 301-813.
Roschelle, J., Shechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Empson, S., ……… Gallagher L. P. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics: Three large-scale studies. Am. Edu. Res. J. 47, 833-878.
Sawyer, C.F, Butler, D. R, & Curtis, M. (2010). Using webcams to show change and movement in the physical environment. Journal of Geography, 109(6), 251-263.
Shabiralyani, G., Hassan, S. K., Hamad, N., & Iqbal, N. (2015). Impact of visual aids in enhancing the learning process case research: Districk Dera Ghazi Khan. Journal of Education and Practice, 16(19), 226-234.
Shin, E. (2006). Using Geographic Information System (GIS) to improve fourth graders’ geographic content knowledge and map skills. Journal of Geography, 105(3), 109-120.
Smith, C. A., Moyer, C. A., & Schugar, H. R. (2011). Helping teachers develop positive dispositions about technology-based learning: What a brief global learning project revealed. Journal of Educational Technology Development and Exchange, 4(1), 1-14.
Trelease, R. B. (2016). From chalkboard, slides, and paper to e-learning: How computing technologies have transformed anatomical sciences education. Anat Sci Educ, 9, 583–602.
Vedat, A. (2017). Landslide susceptibility analysis of adakli district (bingöl) by geographic information systems (gis). International Journal Of Eurasia Social Sciences 8(26), 150-175.
Warner, L. L., & Diab, R. D. (2012). Use of geographic information systems in an environmental impact assessment of an overhead power line. Impact Assessment and Project Appraisal, 20(10), 39-47.
Wei, W. (2012). Research on the Application of Geographic Information System in Tourism Management. Procedia Environmental Sciences, 12, 1104-1109.
Zeigler, D. J. (2007). Teaching Geography in an Interconnected World. Independent School, 66(3), 94-97.
Zhang, J. (2007). A cultural look at information and communication technologies in Eastern education. Educational Technology Research and Development, 55, 301-315.
