“ICT Integration in Teaching and Learning in Practicum”: What is the Conception of Pre-Service Teachers in Mccoy College of Education?

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue XI, November 2020 | ISSN 2454–6186

“ICT Integration in Teaching and Learning in Practicum”: What is the Conception of Pre-Service Teachers in Mccoy College of Education?

Linus Mwinkaar, Peter Paul Yelletuo
Department of Education, McCoy College of Education, Nadowli, Ghana

ABSTRACT:- The study focused on pre-service teachers’ knowledge and conception of ICT integration in teaching and learning in McCoy College of Education, Nadowli in the Upper West Region of Ghana. The study was hinged on Technology Acceptance Model. The study used descriptive survey. Census sampling was used to select all the 44 pre-service teachers in their final year of training for the study. The study used questionnaire to collect the data. Descriptive statistics such as frequency and percentages were used to analyse the quantitative data. The study’s findings showed that greater number of the pre-service teachers possess knowledge in ICT, have good conception about ICT integration in teaching and learning, and are willing to use ICT in teaching. It is recommended that pre-service teachers be given more training in ICT and be exposed to the ICT integration in teaching and learning in their colleges of training. Management of the college and other colleges of education should encourage, motivate and supervise pre-service teachers to integrate ICT in their daily learning and practicing how to teach.

KEY WORKS: Integration, ICT, Knowledge, Conception, Pre-Service Teachers.

1. INTRODUCTION

Traditionally, teaching is simply pouring curricular information to the students. It seems that learning is solely left on the part of the students while neglecting the fact that teaching only matters when learning truly occurs. True learning that is permanent and useful, leads to intelligent action and further learning can arise only out of the experience, interest and concerns of the learner [34].

Over the last decade, a growing number of experts, not only from field of education but also from economics, politics, international relations and so forth, around the world has reached a consensus on a new set of skills that are needed to be able to survive in the 21st century and on providing learners alternative learning opportunities to learn more than just reading, writing, and arithmetic. Reference [26] suggested that learners need to acquire critical thinking, effective communication, team work, continuous learning, and use of technology skills in order to help the global knowledge economy and be productive world citizens.
Developing 21st century skills and competencies in schools demands pedagogical shifts away from didactic approaches together with the embedding of ICT. The 21st century skills, sometimes referred to as 21st century competencies, is a complex term which encompasses skills that may be required to be successful in learning, in the workplace and to live effectively in the 21st century [8].
The role of Information-Communication Technologies in the 21st century classroom is increasing in prevalence and importance as educators understand its value and adjust to its influence. Technology is advancing at an exponential rate, and people with ICT skills will continue to be in high demand [20]. Research published by [13] highlights the strong connection between technology and educational reform. From their perspective, technology is the tool that will help teachers and students create new partnerships and unleash deeper learning, in which authentic learning tasks allow students to develop competencies, master content knowledge, and apply learning outcomes to contexts beyond the classroom.

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