Information and Communications Technology Challenges as Instructional Media in Gambia Vocational High Schools

Abstract

This study explores Information and Communications Technology (ICT) challenges for instructional media at five different Vocational High Schools in the Gambia. Three aspects of data were measured: computer knowledge, internet facilities, and instructional media. The method used in this study involved descriptive research. Data collection methods included closed-ended questioners. The population consists of 164 students from grade 10 class, 50 students from Saamasang, 25 students from Bottrop, 25 from John Pickering, 32 students from St. peter’s, and 32 students from Mingdaw. SPSS 22 software was used to manage the gathered data. The data analysis technique was a descriptive and correlation analysis statistic. Correlation analysis serves to find out whether each school has the same challenges of ICT. Findings revealed that computer knowledge, internet facilities, and instructional media pose the highest challenges. This study concluded that the teachers have an excellent chance to improve applied ICT for enhancing quality learning in the Gambia.

Information and Communication Technology in the World of Education: A Theoretical and Empirical Overview – A Literature Review

“…The research findings indicate a significant evolution in educational methodologies with the integration of ICT, resonating with existing literature that highlights the transformative role of technology in education. For instance, studies like those of Karmila et al (2021) and Suso et al (2021) reflect on the shifts from traditional teaching to performance-driven, location-independent, and real-time learning processes, aligning with our findings on the impact of ICT in enhancing learning quality and accessibility. The emergence of 'cyber teaching' and e-learning, as noted in the literature, supports our observations of technological advancements redefining educational paradigms.…”

Impact of the Center of Excellence Vocational High School Program on the Interest of New Learners

“…Unfortunately, there are still many lowcompetence vocational school teachers (Matondang, 2010) and many productive teachers have not pursued their fields in depth (Darmi, 2015). For this reason, efforts are still needed to increase teacher competence in understanding and applying learning technology (Maknun, 2022), teacher competency development is part of HR development and must be carried out continuously (Rahimah, 2021), professional competencies are developed through learning materials and the substance of knowledge (Hartiningtyas, 2016), and teachers have the opportunity to deepen the competence of communication and information technology to improve the quality of learning (Suso, 2021).…”