The International Institute for Science, Technology and Education (IISTE)
Abstract
This paper investigates how Ghana, a developing country with her corresponding less technologically oriented education system, in the wake of the coronavirus disease, adapts, adopts and resorts to technology integration through online teaching and learning at the tertiary level, specifically, Colleges of Education. The study is a qualitative research work, which adopts the descriptive case study approach. The major data collection instruments were participant observation and semi-structured interviews. 29 language tutors spread across 4 language backgrounds- English, French, Fante and Twi, were interviewed. The data revealed that though technology is important and inevitable in the 21st century educational system, it cannot replace the traditional face-to-face classroom setting completely. It was clear also that the teacher’s attitude towards technology was very critical in the integration process. The study recommends that teachers be given technical support, training and adequate access to IT resources and infrastructure if integration can be done effectively to achieve the desired results. KEYWORDS: technology integration, education system, classroom, IT resources, infrastructure DOI: 10.7176/JEP/11-30-14 Publication date:October 31st 202
