Integrating ICT into teacher education curriculum: faculty Perceptions of their technology professional development needs in two Ghanaian Universities

Abstract

This study investigated faculty perceptions of their technology professional development needs and how these needs relate to faculty use of instructional technology in two Ghanaian teacher education universities. The goal was to document the experiences of academics of the two Ghanaian universities in getting the faculty to use technology. Participants were 132 teacher education faculty members selected purposively. The study used survey methodology supplemented by interviews. The study found no significant relationship between faculty perceptions of their technology professional development needs and faculty use of technology for teaching and learning. However, based on participants’ responses to an open-ended question and interviews, this insignificant relationship could be explained within the context of faculty members’ (a) limited technology knowledge and skills, (b) limited participation in the technology innovation decision process, and (c) inadequate opportunity for faculty to have hands-on experimentation with technology in instruction because of limited technology resources in classroom settings. The findings of the study can inform faculty technology professional development facilitators and academic administrators about the technology needs and concerns of their faculty and about the need to consider these needs and concerns in their technology professional development programs in the Ghanaian context.