EDUCATIONAL CONTINUITY: EXPLORING TEACHERS', STUDENTS’ AND PARENTS’ UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY FOR INTERACTION AMIDST THE COVID-19 PANDEMIC IN GHANA
The disruptions in the field of education brought about by the COVID-19 crisis prompted nations worldwide to enact distinct educational response plans aimed at guaranteeing the continuity of curricular activities. The study sought to explore the utilization of information and communication tech...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Information Technology Publishing House
2025-02-01
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| Series: | Problems of Information Society |
| Online Access: | https://jpis.az/uploads/article/en/2025_1/EDUCATIONAL_CONTINUITY_EXPLORING_TEACHERS',_STUDENTS%E2%80%99_AND_PARENTS%E2%80%99_UTILIZATION_OF_INFORMATION_AND_COMMUNICATION_TECHNOLOGY_FOR_INTERACTION_AMIDST_THE_COVID-19_PANDEMIC_IN_GHANA.pdf |
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| Summary: | The disruptions in the field of education brought about by the COVID-19 crisis prompted nations
worldwide to enact distinct educational response plans aimed at guaranteeing the continuity of
curricular activities. The study sought to explore the utilization of information and
communication technology (ICT) tools by teachers to engage with their students and parents, with
the overarching objective of facilitating effective curriculum continuity within selected secondcycle educational institutions in Ghana. This study employed a mixed-methods approach,
specifically descriptive survey method and phenomenology. Data were gathered through
questionnaires, focus group discussions, and interviews, with a total of 650 participants
comprising parents, teachers, and students participating in the study. Descriptive statistical tools
were used to analyse the quantitative data. Qualitative data, conversely, underwent manual
analysis via a thematic approach. The findings of this study revealed a notable deficiency in the
degree of interaction occurring between teachers and their students, as well as between teachers
and the parents of these students. Consequently, it is recommended that governmental bodies and
other relevant stakeholders actively promote enhanced interactions between teachers and parents.
Moreover, it is advised that effective mechanisms for assessing student progress during crisis be
instituted to further ensure the efficacy of curriculum continuity efforts. |
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| ISSN: | 2077-964X 2309-7566 |