Pedagogy, curriculum, teaching practices and teacher education in developing countries

This rigorous literature review focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 1. review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 2. identify critical evidence gaps to guide the development of future research programme

Pre-Service Teachers’ Computer Literacy and Attitude: Gender Perspective of Freshers in the Colleges of Education

Empirical evidence has revealed that affective-motivational variables such as pre-service teachers’ attitudes, computer literacy skills, self-efficacy, self-concept and concerns play a key role in their pedagogical decisions regarding how to integrate technology within classroom practices. This study sought to investigate pre-service teachers’ computer literacy skills and attitude when they first enter the teacher training institutions. By means of hierarchical cluster analysis, this study also examined the relationship between male and female pre-service teachers’ attitudes as well as their respective computer literacy skills. A total of 449 pre-service teachers participated voluntarily in the study through a multistage sampling procedure. The results revealed that pre-service teachers’ computer literacy skills is generally basic. Also, respondents in the study indicated a positive attitude regarding the use of technology in classroom instruction. Lastly, findings in this study further indicated that there is no significant difference between male and female students in terms of computer literacy and attitude to use computers for teaching and learning. These findings will contribute to stakeholders’ realization that gender disparity is being bridged. It will afford stakeholders the opportunity to consolidate the gains that have been achieved by giving male and female equal opportunities to the access and use technology in schools

Senior High School Teachers Knowledge in the use of Information Communication Technology: A Survey in Asikuma-Odoben-Brakwa District

The purpose of the Study was to examine the use of ICT in teaching and learning among Senior High School teachers in Asikuma-Odoben-Brakwa District. The descriptive survey design was used for the study. The target population for this study consisted of all Senior High Schools in Asikuma-Odoben-Brakwa District. Simple random sampling was used to select 169 teachers from all Senior High Schools in Asikuma-Odoben-Brakwas District. A questionnaire was deemed most appropriate for the study. The study found that most of the Senior High School teachers do not have much knowledge when it comes to the use of ICT in facilitating teaching and learning. Results further shows that Senior High School teachers perceive that frequent power cut, limited expertise in computer skills, not having access to a computer at home with software installed for use and inadequate training opportunities for teachers to acquire new computer knowledge/skills for teaching are the challenges they face. Furthermore, the study revealed that male teachers are more knowledgeable in the use of ICT than the female teachers. Notwithstanding, the younger teachers are also more knowledgeable in the use of ICT than the older teachers. The study recommended that Government should organise seminars and workshop for teachers to equip them with skill and knowledge in the use of ICT to facilitate effective teaching and learning. The Government should provide more reliable access to the internet to teachers to facilitate effective teaching and learning. The head teachers of the various senior high schools should also collaborate with Past Students Associations and the Parent Teachers Association to solicit for fund to purchase computers for their school to enhance the use of ICT in teaching. Keywords: Senior High School, Teachers, ICT , Knowledge DOI: 10.7176/JEP/10-21-15 Publication date:July 31st 201

Utilization of Information and Communication Technology in Teaching and Learning at the Primary School Level: A Developing Country Perspective

The study was conducted to assess the usage of Information Communication and Technology (ICT) in teaching and learning in primary schools within the OLA Circuit of the Cape Coast Metropolis. Again, the study was done to find out the availability of ICT facilities, efficient and accessible this infrastructure and challenges of integration. The study was carried out in five Government (Public) schools within the OLA Circuit in Cape Coast, Ghana. Descriptive survey was conducted using questionnaires to collect data on 50 teachers. Descriptive and inferential statistical tools such as frequency, correlation and linear regression were used to analyse the data.  The findings indicated that teachers teaching in the primary schools were willing to use ICT for their teaching but due to some challenges of inadequate facilities such as computer laboratory, electricity, projectors, scanners, printers and inadequate computer technicians hindering seamless integration of ICT in their teaching and learning. Also, the study showed that teachers had positive perceptions on the benefit of ICT on their teaching. Furthermore, most teachers requested for training in ICT, support services for technology, sufficient software to help sustain their interest in teaching and learning of the subject. It was recommended that technology and technical support unit should be instituted in the various schools to handle technology integration challenges and provide rapid responses to teachers’ technological needs. Keywords: Digital divide, E-learning, ICT, ICT Competence, ICT Technology DOI: 10.7176/JEP/11-33-18 Publication date: November 30th 202

EXPLORING SECONDARY SCHOOL TEACHERS’ PEDAGOGICAL BELIEFS AND THE INTEGRATION OF ICT IN THE CONTEXT OF A DEVELOPING COUNTRY: A TECHNOLOGY ACCEPTANCE MODEL PERSPECTIVE

Information, and communication technologies (ICTs) have become rudimentary in communication and information sharing world over. Even more so for teachers because technologies have the potential to transform their practice and help their students learn. This study extends the technology acceptance model to establish how teachers’ pedagogical beliefs (PB) directly or indirectly influence ICT acceptance among secondary school teachers in Kenya. The research instruments were a survey (n = 234) whose quantitative data were analysed drawing on Ajzen’s (1985) technology acceptance model (TAM) to identify the challenges and the perceptions of challenge for teachers in using technology in the classroom. The findings from this study suggest that teacher’s accounts of appreciation and dissonances with the integration of technology in teaching mirrored similar issues in literature. However, the findings also revealed some nuanced shifts on teacher perceptions and attitudes to technology integration. Implications for policy and practice are discussed, and the development of a new teachers’ technology acceptance model is presented. This study fills the gap in the literature regarding knowledge of technology adoption practice from the points of view of teachers. Article visualizations

An Investigation of Students' Learning of Integral Calculus with Maple Software and Paper-Pencil Strategies in the Western Region of Ghana.

The goal of the research was to look into the impact of Maple software instruction on senior high school students' understanding of integral calculus. The study adopted a mixed-method design comprising qualitative and quantitative research designs. The researcher used both purposive and simple random sampling techniques to select one hundred (100) participants: fifty (50) participants for the control group and fifty (50) participants for the experimental group. The data collection instruments used in the study were an interview, pre-test and post-test. Data analysis was carried out using descriptive statistics and an Independent Samples t-test. The study found that 7(7%) participants found it difficult to execute correct substitution of the lower and upper limits of definite integral questions. Moreover, most of the participants, 35(35%), omitted the constant of integration after responding to the indefinite integral test item of the pre-test. It was noted that 18(18%) of the participants could not correctly integrate the polynomial or quadratic function administered to them. The independent samples t-test analysis of the post-test scores for the experimental and control groups revealed a statistically significant difference between the experimental group (M = 24.80; SD = 9.48) and the control group (M = 20.65; SD = 7.67). The estimated t-statistic was (t = 2.986; p = 0.005). This shows that Maple Software's experimental group outperformed the control group using the paper and pencil strategy. The analysis of the interview data indicated that Maple Software has contributed to the success of students’ achievement in the integral calculus by arousing and sustaining the student’s interest. The Maple Software also made it easier for students to follow the calculus instruction. The findings recommended that technology and mathematical software should be used in the teaching and learning of integration at schools

INCLUSIVE MUSIC TEACHER PREPARATION IN THE PRESBYTERIAN COLLEGE OF EDUCATION AT AKROPONG-AKUAPEM, GHANA

For the past three decades, Inclusive Education (IE) has emerged as a crucial educational agenda all over the world. In this study, IE is the practice of including students with disabilities in the general (music) education classroom, where they are educated together with their typically developing peers. Although IE efforts began in Ghana in 1957, some pitfalls have characterized the implementation process over the years, especially regarding music teacher preparation to implement the policies. Studies have reported a state of frustration among stakeholders, notably the elementary school teachers, who feel inadequately prepared to teach within IE settings. In this case study, underpinned by the post-colonial, the care, the social identity, and the zone of proximal development theories, I investigated the scope of the inclusive music education program, instructional strategies, extent of professional collaboration, resources available, level of preparedness of pre-service teachers to teach music in inclusive elementary schools, and other inclusive teaching strategies that could be employed to improve teacher preparation in the Presbyterian College of Education. I collected data from purposively selected participants (N=21) through focus group discussions, and non-participant observation, observation memos, and interviews, I then transcribe the data and proceed with thematic analysis by means of MS Word and color coding. Findings indicated that PCE practiced inclusive music education while using the traditional teacher preparation curriculum of Ghana. I recommended better funding, and introduction of inclusive music instruction in all colleges of education across Ghana. Further research will investigate the problem of funding for inclusive music education in Ghana. Also, more research is needed to clarify the attitudinal and perceptual disparities between pre-service music teachers and practicing music teachers with regards to inclusion in Ghana. Keywords: inclusive, teacher preparation, music education, policies, implementatio