VOlUME 06 ISSUE 01 JANUARY 2023
1Yaw Odame Gyau,2Ernest Kwabena Gyan
1Snr. Lecturer, Ghana Institute of Journalism, P. O. Box GP 667, Accra, 32 Gamel Abdul Nasser Rr. Osu, Accra, Ghana.
2Snr. Lecturer, Accra Institute of Technology, Caprice, Accra
DOI : https://doi.org/10.47191/ijsshr/v6-i1-13Google Scholar Download Pdf
ABSTRACT
Although the phenomenon of technology is gradually being integrated into tertiary education in Ghana, challenges impeding effective integration are endemic. Among the upfront challenges are the perceptions and attitudes of students and lecturers to adopt and adapt to learning technologies for smooth integration of technology into academic programmes in public universities. From the Constructivist and Positivist paradigm, this is an exploratory study of the perspectives of Policymakers and Implementers in their quest to infuse technology into academic programmes. Qualitative method through in-depth interviews of Policymakers and Policy Implementers (IT Support Staff) was adopted in six (6) accredited public universities. The study found that public universities are at the Adaptation level of integrating technology into academic programmes. This has impacted positively on teaching and learning because it has enhanced the understanding of how to use modern technological tools and techniques, while supplementing and facilitating face-to-face teaching and learning.
KEYWORDS:Perception, Attitude, Acceptance, Adapting, Integration of Technology, Technology Integration Matrix (TIM), COVID19.
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