Integration of Information and Communication Technology in the Teaching and Learning of Mathematics in Junior High Schools in Tamale, Ghana
Abstract
This research focused on assessing the integration of Information and Communication Technology (ICT) in the teaching and learning of mathematics by Junior High School (JHS) mathematics teachers in the Tamale Metropolitan Assembly of Ghana. The study assessed the proficiency of teachers’ Technological, Pedagogical and Content Knowledge (TPACK) related to ICT and the extent to which ICT is employed in JHS mathematics lessons. The study utilized a questionnaire to collect the data. The participant pool comprised 44 JHS mathematics teachers who provided responses on a five-point Likert scale. Descriptive statistics was employed to analyse the data. The findings revealed that JHS mathematics teachers in the Tamale Metropolis possessed a solid understanding of pedagogy and subject matter content. However, they were deficient in the fundamental technological skills necessary for effectively integrating ICT into their instructional approaches. It was also found that majority of these teachers do not incorporate ICT into their mathematics lessons. It was therefore concluded that JHS mathematics teachers in the Tamale Metropolis do not possess the required blend of technology with content and pedagogy (TPACK) needed for successful ICT integration, and there is limited utilization of ICT among JHS mathematics teachers. The study therefore recommends that the Ghana Education Service (GES) and the Ministry of Education (MoE) should develop a comprehensive plan for enhancing teachers' professional development on ICT integration, allocate adequate resources for ICT infrastructure and materials, address barriers to effective ICT integration, and formulate strategies to promote ICT adoption among mathematics teachers at the JHS level.
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