The Use of Information and Communication Technology English in Colleges' of Education in Ghana: The Case of Upper West Region
DOI:
https://doi.org/10.53819/81018102t4179Abstract
The use of information and communication technology English equip student-teachers with the necessary pedagogical knowledge and terminologies to function well in their teaching career. The purpose of this study is to expose student-teachers to the right expressions in relation to ICT-English to adequately prepare them to excel in the teaching of ICT and the English language in order to meet the needs of the 21st century learners. Most of the researchers have focused on the pedagogical relevance of ICT-English language to teachers of English language to the neglect of the impact of ICT-English on the learners. In order to better meet the demands of the existing markets, common knowledge of the global language (ICT English) is believed to play a crucial role in more successful transactions internationally. In today's world, globalization and competitiveness has put more emphasis on preparing students (future specialists) to be innovative, think critically and effectively solve the world's problems. This paper equips students with the historical background of ICT, literature review, the needs, specialist discourse, materials, findings and conclusions. The researcher relied on mixed methodology and used questionnaire and interview guide as tools for the data collection. There is no field in this modern age that does not use ICT. We can even say that every establishment today depends largely on the use of ICT. Hence, education in any field would be incomplete without ICT knowledge. As such, ICT language and for that matter ICT English, has become a prerequisite skill to our development. Findings show that most the student –teachers now have mastery of phrasal verbs that have been formed through the combination of ICT terminologies with a verb and a preposition or adverb, or both. Most colleges of education employ the use of sophisticated ICT equipment and have in their custody projectors, laptops, mobile phones and drives.
Keywords: Information, Communication, Technology, ICT English, Student-teachers
References
Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers ’ use of information. 2(1).
Bulter-Pascoe, M. E. (2009). English for specific purposes (ESP), innovation, and technology. In T. Chiang, W. Chuang, & L. Li (Eds.), English Education and ESP (pp. 1-15). Taiwan: Shih Chien University.
Bon, A. (2010). Information and communication technologies in tertiary education in sub-Saharan Africa: Higher Education and Globalization (eds. Damtew Teferra and Heinz Greijn) p 63 - 78 by the Maastricht University centre for International Cooperation in Academic Development (MUNDO), Maastricht, the Netherlands and International Network for Higher Education in Africa (INHEA), Center for International Higher Education (CIHE), Boston College..
Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school (2nd ed.). National Academy Press.
Broekman, I., Enslin, P& Pendlebury, S. (2002). Distributive justice and information communication technology in higher education in South Africa. Journal of South African Higher Education, 16(1), 29-35. https://doi.org/10.4314/sajhe.v16i1.25269
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Dawes, L. (2001). What stops teachers using new technology? In M. Leask (Ed.), Issues in Teaching using ICT (pp. 61‐79). London: Routledge. https://doi.org/10.4324/9780203185117-5
Dudley-Evans,T., & St John, M. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
Grimus, M. (2000). ICT and multimedia in the primary school. Paper presented at the 16th conference on educational uses of information and communication technologies, Beijing.
Ghavifekr, S., Ahmad Zabidi A. R., Muhammad Faizal A. G., Ng Y. R., Yao M., & Zhang ,T. (2014). ICT integration in education: Incorporation for teaching & learning improvement. Malaysian Online Journal of Educational Technology, 2(2), 24‐46.
Gay, G. & Lantini, M.(1995). Use of communication resources in a networked collaborative design environment. Journal of computer-mediated communication, 1(1), http://www.ascusc.org/jcm/voljcm/vol1/issue. https://doi.org/10.1111/j.1083-6101.1995.tb00320.x
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learn-ing-centred approach. Cambridge University Press. https://doi.org/10.1017/CBO9780511733031
Kennedy, I. (2001). Why not use digital media exclusively. IEE Education and Training Professional Group. SS-1st International Symposium on Engineering Education; http//:www.dept.ee.wits.ac.za. https://doi.org/10.1049/ic:20010046
Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). FACTORS AFFECTING TEACHERS ’ USE OF INFORMATION. 2(1).
Morse, J. M. (1991). Approaches to qualitative & quantitative methodological triangulation. Nursing Research, 40(2), 120–123. https://dx.doi.org/10.1097/00006199-199103000-00014. https://doi.org/10.1097/00006199-199103000-00014
Ojo, T. (2005). Wiring Sub-Saharan Africa for development. International Journal of Education
and Development using Information and Communication Technology (IJEDICT), 1(3), 94-107.
Ongari-Okewa, E. (2000). Training needs of practicing professional librarians in the Kenyan
public university librarians: a critical analysis. Library management, 21(5): 257-268. https://doi.org/10.1108/01435120010324969
Otlegetswe T.J. (2010). Poeletso-meduomo ya Setswana: the Setswana Rhyming Dictionary. CASAS Boo Series No. 74. Cape Town. CASA. SBN: 978-1-920287-02-3.
Oettnger, A.G (1965). Automatic Processing of Natural and Formal Languages: Computation Laboratory, Harvard University.
Paisley, (1985). Psychology and Health. British Journal and Health. Scholar. Google. Com.
Papagiannis, G.J., Douglas, C., Williamson, N. & Le Mon, R. (1987). Information technology and education. Implications for theory, research and practice. IDRC Report.
Rao (2014). A three dimension map of genome. Suhasrao@post.Harvard.edu.
Robnson-Pant, A. (2010). Changing discourse: Literacy and development in Nepal. International Journal of Education Development. 30(20. 136-144. https://doi.org/10.1016/j.ijedudev.2009.04.002
Saunders, M. Lews, P. & Thornhll, A. (2009). Research Methods for Busness students. Pearson, NewYork.
Smeets, E. & Mooij, T. (2001). Pupil-centered learning, information and communication
technology, and teacher behavior: observations in educational practice. British Journal of
Educational Technology, 32(4), 403-417.
Sibiya, T.G. (2003). Information and Communication Technology and Education. In Putsoa, B. et al (Eds.). Proceedings of the 11th annual conference on improving cooperation among researchers, policy formulators and implementors of policy in mathematics, science and technology education,pp.26-32, SAARMSTE, Mbabane, Swaziland.
United Nations Educational, Scientific and Cultural Organization (UNESCO)( 2006). Using ICT to Develop Literacy:www.unescobkk.org/ education/ict.Retrieval date 24/07/2008.
Van Dijk, T. A. (1998). Ideology: A Multidisciplinary Approach. London: Sage.
Živković, S. (2014). The importance of oral presentations for university students.Mediterranean Journal of Social Sciences, 15(19), 468–475. https://doi.org/10.5901/mjss.2014.v5n19p468
Zhang, P. & Aikman, S. (2007). Two types of attitudes n ICT acceptance and use. International Journal of Humanities-Computer interaction 24(7), 628-648-2008. https://doi.org/10.1080/10447310802335482