Digital literacy skills as a determinant of teacher‟s Preparedness to use the 2019 curriculum: a case of basic School teachers in cape coast metropolis

Abstract

The study sought to ascertain the preparedness of basic school teachers concerning their digital literacy skills towards the implementation of the 2019 standards-based curriculum introduced at the pre-tertiary level of education in Ghana. For the study, conducted in the Cape Coast Metropolis of Ghana, some 335 public basic school teaching staff were sampled and administered with the study questionnaire which contained items to measure relevant constructs of the study such as Functional Skills, Digital Culture, Critical Thinking Skills, Collaboration and Creativity Skills, Online Safety Skills, and ultimately Teacher Preparedness – the dependent variable of the study. The study employed the correlational research design. Key findings of the study revealed that there are significant positive correlations between the six variables measured, indicating that these variables may be useful in predicting each other. It was also evident that on average, the teachers in the sample feel moderately well-prepared in terms of digital literacy. However, there is also considerable variability in the data obtained, with some teachers reporting much higher or lower levels of preparedness concerning digital literacy skills and the implementation of the standardsbased curriculum. It was concluded that it was necessary for policy makers to plan and train teachers in areas that would advance their digital literacy skills. With respect to recommendation, it is significant for educational stakeholders, especially the government, to provide opportunities that would assist the teachers in the development of their digital literacy skills as it would lead to their preparedness in implementing the curriculum at the basic school level.