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Digital Transformation in Teacher Professional Development: A Ghanaian Perspective
Sat, March 22, 2:45 to 4:00pm, Palmer House, Exhibit Hall (Posters)Proposal
Teacher professional development (TPD) is essential for improving educational outcomes and ensuring that educators are equipped with the latest knowledge and skills. This study investigates the effectiveness of digital platforms in providing continuous professional development (CPD) for teachers in Ghana. By leveraging online courses, webinars, and virtual communities of practice, the research assesses the impact on teacher knowledge, instructional practices, and student achievement. The study also explores the challenges and opportunities of digital CPD, offering recommendations for policy and practice to ensure sustainable and scalable professional development for educators.
The integration of digital platforms into teacher professional development has the potential to revolutionize the way educators in Ghana enhance their skills and knowledge. With the increasing availability of technology, digital CPD offers a flexible and accessible means for teachers to engage in professional learning. This study aims to evaluate the effectiveness of these digital platforms in supporting CPD and their impact on educational outcomes. Effective CPD ensures that teachers remain current with educational trends, pedagogical strategies, and subject knowledge, ultimately leading to improved student outcomes. In Ghana, traditional CPD methods often face challenges such as limited accessibility, high costs, and logistical constraints. Digital platforms present a viable alternative, offering scalable and flexible solutions for teacher development.
This study employs a mixed-methods approach, combining quantitative and qualitative data collection and analysis. Data were gathered through surveys, interviews, and focus groups with teachers, school administrators, and CPD providers. The quantitative component involved pre- and post-intervention assessments of teacher knowledge and instructional practices, while the qualitative component explored participants' experiences and perceptions of digital CPD.
The findings indicate that digital platforms significantly enhance teacher knowledge and instructional practices. Teachers reported increased confidence in using technology in the classroom, improved pedagogical skills, and greater access to up-to-date educational resources. Additionally, the study found a positive correlation between digital CPD and student achievement, with students of teachers who participated in digital CPD showing improved performance in standardized tests.
Despite the benefits, the study identified several challenges associated with digital CPD in Ghana. These include limited internet access, lack of digital literacy among some teachers, and insufficient technical support. Given that the opportunities presented by digital CPD are substantial, we argue that digital platforms can provide personalized learning experiences, foster collaboration among educators, and offer continuous support and feedback.
To maximize the potential of digital CPD, we recommend investing in reliable internet access and digital devices for schools, provision of comprehensive digital literacy training for teachers, establishing technical support teams, developing supportive policies, and fostering partnerships among educational institutions, technology providers, and policymakers to offer sustainable and effective digital CPD ecosystem.
By addressing the challenges and leveraging the opportunities, digital CPD can lead to significant improvements in teacher knowledge, instructional practices, and student achievement. This study provides valuable insights and practical recommendations for policymakers, educators, and stakeholders to ensure the successful implementation of digital CPD in Ghana.