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ICT Implementation and Practices: Factors Influencing Students' Pedagogical Use of ICT in Ghanaian Secondary Schools

ICT Implementation and Practices: Factors Influencing Students' Pedagogical Use of ICT in Ghanaian Secondary Schools

Charles Buabeng-Andoh
Copyright: © 2015 |Volume: 11 |Issue: 2 |Pages: 13
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781466675803|DOI: 10.4018/ijicte.2015040101
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MLA

Buabeng-Andoh, Charles. "ICT Implementation and Practices: Factors Influencing Students' Pedagogical Use of ICT in Ghanaian Secondary Schools." IJICTE vol.11, no.2 2015: pp.1-13. http://doi.org/10.4018/ijicte.2015040101

APA

Buabeng-Andoh, C. (2015). ICT Implementation and Practices: Factors Influencing Students' Pedagogical Use of ICT in Ghanaian Secondary Schools. International Journal of Information and Communication Technology Education (IJICTE), 11(2), 1-13. http://doi.org/10.4018/ijicte.2015040101

Chicago

Buabeng-Andoh, Charles. "ICT Implementation and Practices: Factors Influencing Students' Pedagogical Use of ICT in Ghanaian Secondary Schools," International Journal of Information and Communication Technology Education (IJICTE) 11, no.2: 1-13. http://doi.org/10.4018/ijicte.2015040101

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Abstract

The purpose of this study was to investigate students' pedagogical use of Information and Communication Technology (ICT) and the soft and hard factors that influence their use. The participants were 3380 randomly selected students from 24 public and private schools. A quantitative method was used in this study with Likert five-point scale questionnaires to collect data. The study revealed that students' pedagogical use of ICT was low. Most students reported that they were competent in the use of smart phones for educational purposes. The study found that soft and hard factors are interrelated and play a crucial part in students' pedagogical use of ICT. It was interesting to note that ICT competence, access to computers, and the programs students were enrolled in had impact on the results.

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