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The Views of Educational Practitioners in Ghana on ICT Use and Instructional Design Practice for Promoting Quality Education

机译：加纳的教育从业者对信息通信技术的使用和教学设计实践的看法，以促进素质教育

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Many ICT boosters are of the view that ICT on its own can promote quality teaching and learning. In line with this metaphor, the need to provide computers in the classrooms often takes precedence over training teachers to acquire skills in instructional design. However, it is evident in the instructional technology literature that good design of the learning task by the teacher is the fundamental requirement for quality teaching. This study was intended to explore the views of 90 educational practitioners (students, teachers and policy makers) in Ghana on the use of ICT and good design of instruction by the teacher for quality teaching and learning. Five Point Likert-type scales were used for the data collection. The results of the study indicate that in Ghana students are not very certain as to whether ICT or teachers can facilitate the implementation of the first five principles of instruction for quality teaching and learning. Moreover, a great number of teachers and policy makers are of the view that teachers can facilitate the implementation of the first five principles of instruction better than an ICT. However, it was recommended by the students, teachers and policy makers that both teachers and students should be trained to use ICT to facilitate teaching and learning.
机译：许多信息通信技术的推动者认为，信息通信技术本身可以促进高质量的教与学。与此隐喻相呼应的是，在教室中配备计算机的需求通常优先于培训教师以掌握教学设计技能。但是，从教学技术文献中可以明显看出，教师对学习任务的良好设计是高质量教学的基本要求。这项研究旨在探讨加纳的90名教育从业者（学生，教师和决策者）对于使用ICT和教师进行高质量教学设计的看法。五点李克特式量表用于数据收集。研究结果表明，在加纳，学生对于信息通信技术还是教师能否促进质量教学的前五项原则的实施还不确定。此外，许多教师和政策制定者认为，与信息通信技术相比，教师可以更好地促进前五项教学原则的实施。但是，学生，老师和政策制定者建议，应该对老师和学生都进行培训以使用ICT来促进教学。

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    《》|2007年|775-779|共5页
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    Sarfo; Frederick Kwaku;

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