The Teachers’ Digital Literacy: Determining Digital Divide in Public Basic Schools in Ghana

Resource type
Conference Paper
Authors/contributors
Title
The Teachers’ Digital Literacy: Determining Digital Divide in Public Basic Schools in Ghana
Abstract
This study explored the role of the teacher’s digital literacy (TDL) among other schools’ digital culture (SDC) components in determining Digital Divide (DD) among Ghana’s basic schools. A paper-based survey was conducted with teachers and head-teachers from randomly sampled 17 basic schools in various locations in Ghana. The questionnaire was adopted from the Institute for Capacity Building – UNESCO and EU rubrics for measuring ICT in education; and explored nine Digital Culture components including TDL. Data were analysed using K-means Clustering, Correlation analysis, Discriminant analysis, and Independent-samples T-test. The schools were clustered based on SDC components into two DD groups; the principal influencing factors were Teachers’ digital literacy and ICT related policy documents. The school groups particularly differed based on whether they not only had the digital literacy competences, but also applied these competences in their teaching and professional development in schools. We argue that in spite of training for TDL, many schools still lack other digital culture components, and this may hinder them in applying ICT in their schools.
Date
2015c
Proceedings Title
Information Literacy: Moving Toward Sustainability
Place
Cham
Publisher
Springer International Publishing
Pages
154-162
Series
Communications in Computer and Information Science
Language
en
ISBN
978-3-319-28197-1
Short Title
The Teachers’ Digital Literacy
Library Catalogue
Springer Link
Citation
Quaicoe, J. S., & Pata, K. (2015c). The Teachers’ Digital Literacy: Determining Digital Divide in Public Basic Schools in Ghana. In S. Kurbanoglu, J. Boustany, S. Špiranec, E. Grassian, D. Mizrachi, & L. Roy (Eds.), Information Literacy: Moving Toward Sustainability (pp. 154–162). Springer International Publishing. https://doi.org/10.1007/978-3-319-28197-1_16