Pre-Service Teachers’ Perception of the Use of Information Communication and Technology (ICT) in the Teaching and Learning of Mathematics in Three Colleges of Education in Ghana

Abstract

The study sought to explore pre-service teachers’ perception about the use of ICT in the teaching    and learning of   Mathematics. Two hundred and forty two (242) level 200 teacher trainees offering the special Science and Mathematics programmes at Akatsi College of Education and St. Francis College of Education in the Volta region and OLA College of Education in the Central region of Ghana were conveniently sampled for the study. A questionnaire divided into three thematic areas namely perceived barriers in the use of ICT, current pedagogical practices and professional development and training needs of tutors was used to collect data. The study found that the use of ICT could help facilitate the teaching and learning of Mathematics. The study also revealed the inability of college tutors to integrate ICT into the teaching and learning of Mathematics. It was concluded that college tutors need special ICT training courses to be able to effectively use ICT to facilitate the teaching and learning of Mathematics. Consequently the study recommended among others that the National Council for Tertiary Education in close collaboration with the Ministry of Education and other stake holders of Education should organize special ICT training courses for college tutors in the field from time to time to equip them with those special skills and knowledge needed to enable them integrate ICT into the teaching and learning of Mathematics in order to facilitate the processes.

Keywords: Information and Communication Technology, Mathematics, Teaching and Learning

Article Review Status: Review Completed - Accepted (Pay Publication Fee)

If your article’s review has been completed, please ensure you check your email for feedback.

Creative Commons Licence
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

  • Our Journal Publishing Partners