University of Education, Winneba - Staff Portal

Topic: Are Teacher Trainees of the University of Education, Winneba prepared to meet the exigencies of changes in the policies of course registration, checking of examination results and assessment submissions?

The Strategic Development Plan (University of Education, 2007) of the University requires that modern technologies are integrated into the teaching and learning of the curriculum, especially science. A core tenet of the University’s development strategies is the integration of Information and Communication Technology (ICT) into the curricula of all departments and also the effective use of ICT for teaching. These requirements are based on the fact that students’ proficiency in information and communication technology skills has become very important for their success in their academic work. Multimedia representations are becoming facilitating processes that are helping both teacher educators and teacher trainees to make teaching and learning more comprehensible (Hatch & Grossman, 2009). Today’s students need to search for information from the internet, communicate with friends and their teachers to discuss issues concerning their academic work and also present academic work by PowerPoint presentations. It is thus clear that 21st Century students cannot afford to be ICT illiterate as the value of programmed instruction in teaching has been confirmed by research (Emurian, 2007). The University of Education, Winneba (UEW) has, as from the beginning of the second semester of the 2009/2010 academic year, required of students to self-register their academic programmes online and also check their semester examination results online. These requirements presuppose that all students should be conversant with computer use. Further, the University is gradually moving towards mounting most of its academic programmes online and are consequently requiring that lecturers mount their lesson plans and assignments online for students to access.

A major question that has not been answered is whether the teacher trainees of UEW are already proficient in ICT and are prolific computer users. This initial study, thus, examined the perceptions of first, second and third year undergraduate science teacher-trainees of the University of Education, Winneba about their strengths and weaknesses in Information and Communication Technology (ICT) skills. A total of 448 participants comprising 118 first years, 187 second years and 143 third years in the Department of Science Education took part in the research. The opinions of participants were sampled through a 41-item questionnaire that enquired about seven broad areas of ICT knowledge of the trainees.

The results of the study revealed that

• majority of the science teacher-trainees sampled have limited knowledge of Word processing; use Emails and Computer programmes; and, PowerPoint slides creation and presentation.
• the number of years spent in the University did not appear to affect the trainees’ perceptions about their strengths in ICT
• Trainees’ prior ICT knowledge appears, however, to affect positively their perceived ICT strengths.

Implications for curriculum development

The weaknesses reported may imply that UEW science teacher trainees may not be fully prepared for changes in academic regulations that involve ICT integration into the curriculum. The results also imply that the current academic curriculum provides limited opportunities for trainees to develop their Word processing skills, computer and email skills and PowerPoint slides creation and presentation skills. Also it may be that the curriculum does not provide computer-based learning environment for the trainees.

Recommendations

The results indicate that the teacher trainees’ prior ICT knowledge affected positively their perceived ICT strengths. This positive finding of this research could be enhanced if UEW would embark on a more comprehensive ICT programme that will enable their teacher trainees to acquire skills in Word Processing, computer use and email skills and PowerPoint presentations.

The University should provide internet connectivity in all study areas on campus and provide wireless internet access for trainees in their Halls of residence.

Teacher-trainees of UEW should acquire laptops and develop the habit of accessing the internet regularly and also strengthen their prior ICT skills.

Lecturers should provide opportunities for trainees to send their project work and assignments by email attachment to them.

About Prof. Mawuadem Koku Amedeker

Professor Mawuadem Koku Amedeker is an Associate Professor in the Department of Science Education. He is a physicist a well as a science educationist with wide experience of research in physics and science education. Prof. Amedeker obtained his B. Sc. degree in Physics, Mathematics and Education from University of Cape Coast, his M. Sc. degree in Theoretical Physics from University of Manchester, U. K. and a Ph. D. in Science Education from Edith Cowan University, Perth, Western Australia.

He is one of the pioneering members of the University of Education, Winneba, having taught here since the Advanced Teacher Training College days. He has served and continues to serve on many important Committees of the University. On two occasions he served as the H.O.D. of the Department of Science Education and now he is the Acting Dean for the Faculty of Science Education. He has more than seventeen published research articles and a number of books to his credit. Prof. Amedeker is widely travelled, partaking in many academic programmes and conferences in many European countries, Asia, Australia and the United States of America.