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Successfully adopting information and communication technology in teacher education relies on student outlooks alongside infrastructure. An investigation at E. P. College of Education in Bimbilla, Ghana, examined the link between pre-service teachers' perceptions of ICT and their interest in learning it. The research surveyed all 31 final-year Bachelor of Education students enrolled in Mathematics/ICT and Science/ICT programmes using a structured questionnaire. Analysis revealed that these pre-service teachers held positive perceptions of ICT and exhibited high interest in learning ICT subjects. Furthermore, a statistically significant, moderate positive correlation emerged between their perceptions and their interest in learning ICT. These results indicate that cultivating positive views helps stimulate engagement and skill acquisition. To sustain this momentum, the findings suggest teacher education institutions should enhance practical training, upgrade access to digital resources, and adopt learner-centred instructional strategies.
Effective technology integration in classrooms depends heavily on how future educators view digital tools. This research highlights that providing equipment alone is not enough. Teacher training institutions must actively cultivate positive attitudes to spark genuine student interest. Strengthening practical experiences and access to digital resources ensures that newly qualified educators enter classrooms motivated and prepared to use technology effectively in their teaching.
The abstract does not indicate a direct commercial application pathway. Instead, the applied findings provide guidance for teacher training institutions, educational software designers, and curriculum developers. Providers of educational technology and digital learning programmes could use the insights to tailor practical, learner-centred tools and training modules for student teachers, though the findings remain at an institutional policy and research level.
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Implementation of ICT in teacher education is not just dependent on the availability of infrastructural resources but also predicated on pre-service teachers’ perceptions and enthusiasm to learn. While prior studies that assessed these constructs separately exist, there is a limited empirical investigation on how the two constructs are related in Colleges of Education in Ghana. The study determined the relationship between pre-service teachers’ perceptions of ICT and pre-service teachers’ interest in learning some aspects of ICT among Level 400 Bachelor of Education Students’ at E. P. College of Education, Bimbilla. The research is based on a rationalist paradigm and a quantitative correlational research design, as evidenced by the fact of the Independence Theory. A census design was employed to include all 31 Level 400 pre-service teachers registered in the B.Ed. Mathematics/ICT and B.Ed. Science/ICT programs. A structured questionnaire was used to collect data, and then the collected data were analyzed by descriptive statistics and Pearson Product-Moment Correlation in SPSS version 25. The study found that the respondents had a positive perception of ICT and demonstrated a high level of interest in learning it. In addition, there was a statistically significant moderate positive correlation between perceptions of ICT and interests interest in ICT (r = .549, p = .001), suggesting that respondents with a more positive view of ICT had greater interest in learning ICT. The findings indicate that promoting positive perceptions of ICT may improve pre-service teachers’ attitudes toward ICT and consequently, stimulate greater interest in learning ICT and acquiring ICT-related knowledge and skills. A two-faceted recommendation is proposed for teacher education institutions: strengthen practical experiences, improve access to digital resources, and implement learner-centred instructional strategies that capitalize on positive perceptions and maintain students’ interest in ICT.
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DOI: 10.69739/jicte.v1i2.2186
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