Integrating Technology into Teaching of Religious and Moral Education in Colleges of Education

Abstract

This study sets out to investigate the integration of technology by RME tutors in the Colleges of Education in the Volta and Eastern Regions of Ghana. The research design employed for the study was a descriptive survey. Twenty-four (24) RME tutors were involved in the study.  The census method was used to involve all the 24 RME tutors in the Colleges of Education in the two regions for the study. Two instruments; questionnaires, and observation checklist were used to collect the data. Statistical Product and Service Solution (SPSS version 16.0) was used to process the data. Descriptive statistics such as percentages, means, and standard deviations were used to analyse and discuss the data. The study revealed that RME tutors' use of technology in the classroom is influenced by external factors such as technology availability, accessibility, technical support, administrative support, and adequate time to learn how to integrate a particular technology into lessons. However, RME tutors do not frequently use audio aids and audio-visual aids in their lessons. It is recommended that the principals of the colleges should make effort to eliminate the factors (such as unavailability of technology, inaccessibility of technology, lack of technical support, administrative support, and inadequate time to learn how to use a particular technology in teaching) that contribute to technology disuse in the colleges of education. Again, the principals of the Colleges of Education in collaboration with the Institute of Education of the University of Cape Coast should plan professional development programmes that will help tutors to integrate emerging technologies into their lessons.