A Professor of ICT Education at the University of Education, Winneba (UEW), Professor Issifu Yidana, has called for a shift in how technology is taught and applied in the country’s education system, stressing that current approaches fall short of achieving meaningful learning outcomes.
He explained that while teachers were often trained in basic computer use and information handling, many could not effectively combine technology, information and methods of teaching to improve teaching and learning.
“Integration literacy is the ultimate end goal. Digital literacy is required to use computers and educational technology to enhance learning outcomes,” he said.
Discussion
Prof. Yidana was among other panellists who discussed how to integrate technology to enhance learning outcomes.
The other speakers were Dr Gideon Anapey, Department of Distance Education & CERES PI, University of Ghana; Headteacher of the Accra College of Education and Demonstration School, Nimatu Iddrisu, and Charles Buabeng-Andoh, Associate Professor, Department of ICT Education, UEW.
The discussion was part of a series of panel discussions held as part of the 77th Annual New Year School and Conference in Accra on Wednesday, January 7.
The conference was organised by the School of Continuing and Distance Education (SCDE) under the College of Education, on the theme: “Building the Ghana We Want, Together for Sustainable Development.”
However, they spoke on the theme: “Connecting children’s Edtech research ecosystem and core competencies for standards-based education in Sub-Saharan Africa”.
The discussion was also based on findings from a three-year study that looked at the post-COVID implications for teaching and learning in the country.
The $10.1 million project was implemented by the University of Ghana, the Jacobs Foundation and other global institutions.
Key findings included a significant gap in teacher quality post-COVID, with seven out of 10 children unable to read.
Digital competence
Prof. Yidana said the digital competence training process involved three stages: Technology Literacy; understanding basic technologies, and Information Literacy, where users learn how to generate, store, retrieve and share information using digital tools.
The final stage – Integration Literacy- he said, was where educators combined their knowledge of technology and information to perform productive tasks within their profession.
“Integration happens when a teacher designs inquiry-based learning tasks that require students to use the web, or when technology is embedded into instructional activities,” he said.
Prof. Yidana expressed concern that many ICT training programmes for teachers in the country stopped at the information literacy stage, leaving educators unable to fully integrate technology into their classroom practices.
Train teachers
Mr Andoh called for the training of teachers to effectively use educational software, and workshops to keep teachers updated with the latest educational technologies and methods.
He also called for the need to equip schools with the necessary software and computer laboratories to facilitate hands-on learning for teachers.
Dr Anapey called on the government to create a robust educational system that could function during future pandemics, reducing the need for direct intervention.
He stressed that training should extend beyond teachers to include parents to build their confidence and understanding of the benefits of technology in education.
Mrs Iddrisu said technology tools kept students engaged and interested, allowing them to manipulate and apply basic knowledge in creative ways.
She stressed that the training of headteachers in the use of digital tools was also crucial to better understand and support the activities of their teachers
Source:
www.graphic.com.gh