Volume 4, Number 4 (2019) pp 486-497 doi 10.20448/801.44.486.497 | Research Articles
In the field of education, technology has revolutionised and its noticeable quality cannot be disregarded. In Ghana, it seems that the adoption and integration of instructional technologies are as yet a predicament that postures extraordinary difficulties to most of Ghanaian teachers. The successful implementation of instructional technologies into Business Studies programme in the senior high schools (SHS) depends partially on the concerns of teachers. The study examined the concerns of Business Studies teachers towards instructional technology integration in the Takoradi Metropolis, Ghana. Descriptive survey design was used in the study and 66 teachers from 12 SHS in were selected using convenient sampling technique. Primary data was gathered from the respondents using adapted stages of concern questionnaire (SoCQ). The data was analysed using both descriptive and inferential statistics. Business Studies teachers had their primary highest concern towards instructional technology integration at stage 4 (consequence) and their second highest concern and lowest concerns at stage 1 (informational) and stage 0 (unconcern) respectively. The study, further, found no statistically significant association between teachers’ characteristics (gender, age and teaching experience) and stages of concern. They are adopters, implementers and users of instructional technology in the curriculum, however, they still need more information about the change. Ministry of education (MoE) in collaboration with school administrators, National Association of Graduate Teachers (NAGRAT) and Ghana association of business education teachers (GABET) should organise workshops, seminars and conferences for teachers on instructional technology adoption and incorporation in the curriculum.