Teachers' innovative use of computer technologies in classroom: A case of selected Ghanaian schools

This study was conducted to explore secondary school teachers’ innovative use of computer technologies in classroom. Questionnaires were distributed to 273 teachers in fourteen schools comprising 5 urban schools, 5 semi-urban schools and 4 rural schools. 241 were returned, and 231 valid questionnaires were used for data analysis, representing 84.6% of total questionnaires. Descriptive statistics, multivariate analyzes of variances, independent samples t-tests and multiple regression were used to analyze data. Of the 231 teachers, 66% were males and 34% were females. The study found that male teachers (mean = 3.77, std = 1.36) have more access to computers than the female teachers (mean = 3.21, std = 1.28) but female teachers (mean = 1.85, std = .854) use ICT for evaluative purposes significantly more than male teachers (mean = 1.59, std = .798). Also a correlation analysis revealed high positive correlation between teachers’ computer skills, computer experience and computer access (r = .59, p < .001; r = .65, p < .001). In addition, there was a high positive correlation between teachers’ computer skills and computer access (r = .65, p < .001). Finally, it was revealed that computer access (β = .42) was the strongest determinant of teachers’ computer skills.