Abstract

One hundred second-cycle school teachers in Ghana (average age 38) were surveyed to explore their access to and the use of information and communication technology (ICT) tools, and their level of competence. The Global Citizenship Survey instruments were adapted to collect the data. The study adopted the descriptive research design and data was analysed using descriptive statistics and Chi square test. The findings of the study showed that majority of the teachers have access to ICT tools such as computers, mobile phones, the Internet and personal digital assistants. In addition, the results indicated that majority of the teachers use 1) mobile phones and e-mail for social communication; 2) the Internet for research and professional development, and 3) computer for teaching and learning. Furthermore, according to the results of the study most of them possess high competence level in ICT applications such as word processing, the Internet, and e-mail; but have low competency in database and multimedia application software required for the design of 1) activities related to classroom management and assessment and 2) activities to cater for individual learners’ learning needs. The study provides new and relevant information for educational policy makers, practitioners, researchers and instructional design and technologists for effective planning and training towards successful implementation of ICT into education.

Key words: Information and communication technology (ICT) integration, ICT use; access to ICT tools; ICT competence, second-cycle teachers; Ghana.