Will skill-tool

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This study examines the Will, Skill, Tool model for predicting technology integration among prospective and practicing teachers in Ghana. Data was collected from 120 prospective mathematics teachers and 60 practicing mathematics teachers using validated instruments measuring attitudes, skills and competencies, access, and technology integration proficiency. Regression analysis found that teachers' lack of anxiety was the most important attitudinal dimension, and skill was the strongest predictor of technology integration. There were also significant differences between practicing and prospective teachers in computer competencies and access levels.

Education Technology

Exploring the potential of the Will, Skill, Tool model in Ghana: Predicting

prospective and practicing teachers’ use of technology – D.D.Agyei

Abstract

Research has shown that will (motives, positive attitudes), skill (ability to use

software applications), and tools (access to hardware and software systems) are all

essential ingredients for a teacher to effectively integrate information technology

into classroom practices. This study focuses on the will, skill and tools as reported by

the study participants as essential measures for the predictability of technology

integration as measured by stages of adoption of teachers in Ghana. Attempts are

made to explore the extent to which these parameters differ among the teachers and

also influence technology integration. Furthermore, the parameters are proposed

for use in modelling the process of technology integration for these teachers. Well

validated instruments spanning the areas of attitudes, skills & competencies, access

and technology integration proficiencies have been used to collect data from 120

mathematics prospective teachers and 60 practicing mathematics teachers from

Ghana. The data were analyzed using regression analysis. The results indicated that

lack of anxiety of the teachers appeared to be the most important dimension of

attitudes and skill is the strongest predictor of classroom integration of technology

for the teachers. Significant differences existed between practicing and prospective

teachers’ computer competencies and access levels.

Keywords: Technology integration; Computer competencies; Mathematics
education; Computer attitudes; Computer access; Ghana

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