Exploring ICT knowledge sources and usage among upper primary teachers in implementing standard-based curriculum

This study explored the sources of ICT knowledge among upper primary teachers and their utilization of ICT tools in the implementation of the standards-based curriculum in selected public primary schools within the Ketu South Municipality of Ghana. The study utilized an interpretivist paradigm and a qualitative approach, employing a descriptive case study design. Twenty participants, comprising fifteen upper primary teachers and five headteachers, were purposively sampled from eight selected public primary schools in the Ketu South Municipality to gather pertinent data through face-to-face interviews. The analysis of the data employed themes. Key findings were that upper primary teachers in the selected public primary schools rely on various sources to obtain knowledge regarding ICT tools. Among the various sources identified by the teachers, collaboration with fellow educators or ICT specialists, as well as engagement with IT professionals, emerged as the primary source. Additionally, the teachers utilized ICT tools for instructional support, information retrieval, and concept demonstration. Hence, educational authorities in the Ketu South Municipality should improve teachers' integration of ICT in the implementation of the standards-based curriculum through organizing regular, hands-on professional development programmes, fostering collaborative learning communities, providing ongoing support and infrastructure, and utilizing feedback, recognition, and mentorship to ensure sustained and effective ICT use in classrooms.
Keywords: standards-based curriculum, ICT tools, collaboration, teaching aids, demonstrating concepts