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.
