Examining teachers’ perceptions of the impact of government of Ghana’s wi-fi technology program on teaching practices: an empirical study from the senior high schools in the cape coast metropolis

Abstract

The study discusses the impact of a nationwide deployment of Wi-Fi technology in some Senior High Technical Vocational Schools (SHTVs) in Ghana, using the first four levels of Guskey’s framework. A stratified sampling approach was used to select 119 teachers as participants in the study. An embedded mixed method research design was employed to collect data using a questionnaire with both close-ended and open-ended items. The findings revealed that the deployment of Wi-Fi technology impacted positively on the teachers’ learning experiences and was positively perceived by the teachers in facilitating teaching and learning practices. However, the study also revealed some deficits in reliability, trust, and connectivity associated with the Wi-Fi technology, highlighting the need to explore factors that maximize the output of technological initiatives. The study identifies the school’s organization and the teachers’ learning experiences as two key predictors in maximizing the use of Wi-Fi technology in educational establishments. The study recommends equipping teachers with the requisite competencies in the use of Wi-Fi technologies through professional development programs, training, and the enactment of ICT curriculum-based policies in schools. These policies and support will promote and enhance the effective utility of Wi-Fi technology among teachers, enabling them to shift from traditional to more technologically inclined student-centred learning.

Keywords:

• Wi-fi technology
• teacher’s learning experiences
• online delivery of education
• school’s organization and culture
• teacher’s reaction
• teacher’s use of wi-fi technology

Reviewing Editor:

• Muesser Nat, Management Information Systems, Cyprus International University, Nicosia, North Cyprus, Turkey

Subjects:

• Internet & Multimedia - Computing & IT
• Management of IT
• Information & Communication Technology (ICT)

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Data supporting this study are not publicly available due to the anonymity and confidentiality of the respondents. Please contact the-research-correspondents @ [email protected].

Additional information

Notes on contributors

Richard Kyere Asomah

Richard Kyere Asomah (PhD) is an Adjunct Lecturer in the Department of Teacher Education, School of Education and Leadership, College of Education, University of Ghana, Legon, Accra, Ghana. His areas of expertise include: Interactive teaching; Educational research on professional development anchored on cooperative learning; technology integration in teaching and learning and the use of design-based research in modelling educational interventions.

Douglas Darko Agyei

Douglas Darko Agyei (PhD) is a Professor of Mathematics Education in the Department of Mathematics and ICT Education at the University of Cape Coast. His research interest includes Mathematics Education, and Educational Technology. Currently, he facilitates postgraduate courses and mentors several postgraduate students.

Gabriel Assamah

Gabriel Assamah is Systems Analyst in Directorate of ICT Services and a part time lecturer at the Department of Computer Science and Information Technology at the University of Cape Coast. He holds Master of Science in Information Technology and pursuing PhD in Computer Science at Computer Science and Information Technology at the University of Cape Coast. His research area is in ICT education, cyber security, Management information system and Information Security.

Kwaku Darko Amponsah

Kwaku Darko Amponsah is a Lecturer in the Department of Teacher Education, School of Education and Leadership, College of Education, University of Ghana, Legon, Accra, Ghana. He holds a Ph.D. Degree in Chemistry Education from the University of South Africa, Pretoria, South Africa.