International Journal of Science and Research (IJSR) ISSN: 2319-7064 ResearchGate Impact Factor (2018): 0.28 | SJIF (2018): 7.426 Volume 8 Issue 6, June 2019 www.ijsr.net Licensed Under Creative Commons Attribution CC BY The Use of Information and Communication Technology (ICT) in Teaching and Learning of Mathematics in Al-Faruq College of Education, Wenchi-Ghana Abu Sulemana 1 , Yahuza Abdul-Kadir 2 1 Tutor, Al-Faruq College of Education, Department of Mathematics and Information and Communication Technology(Maths/ICT), P.O. Box 146, Wenchi, Ghana 2 Lecturer, University for Development Studies(UDS),Faculty of Education (FOE), Department of Social and Business Education (DoSBE), P. O. Box UPW 36, Wa Campus, Ghana Abstract: The purpose of this study was to assess the use of Information and Communication Technology (ICT)with emphasis on the level of Mathematics tutors’ ICT Competency in teaching; tutors’ pedagogical practices with ICT; and the barriers to overcome when using ICT in teaching of Mathematics in Al-Faruq College of Education, Wenchi-Ghana. A cross-sectional descriptive survey was used for the study with questionnaires being the main tools to collect the data. The analysis suggests that Mathematics tutors’ ICT competency level is low, but they still do their best. The findings also indicted that tutors seldom use the appropriate pedagogy in relation to the use of ICT in teaching Mathematics. More so, respondents are aware of the benefits of good pedagogical practices in a lesson. Finally, it was found that tutors are challenged with a lot of ICT barriers that include absence of training opportunities and infrastructure when using ICT in the teaching and learning of Mathematics in the College. The study recommends frequent trainings and the removal of ICT barriers in the College for the tutors to give students the required knowledge and skills. Keywords: ICT, competency, pedagogy, affordances 1. Introduction Information and Communications Technology (ICT) permeates every activity in the world, and in school curriculum Mathematics is no exception. Information and Communications Technology (ICT) and Mathematics are bed fellows, therefore, cannot easily be separated. Mathematics at a certain level is more abstract, hence need technology to link abstractness to real-world settings. ICT assists in resolving real- world issues, through application software such as the Spread sheet and Matlab as it provides a dynamic and proactive teaching-learning environment for students (Arnseth and Hatlevik, 2012). Information and Communications Technology (ICT) also offers many tools that could be used in the classroom to improve teaching and learning quality (Hussain, Morgan, and Al-Jumeily, 2011). Ghana introduced ICT into its education system in September, 2007, as a result of the Anamouah -Mensah Education Review Committee Report (2002).Beside its introduction, an ICT for accelerated development policy was put in place (Ghana ICT4AD Policy Document, 2003). The rationale for integrating ICT into all levels of Ghana’s education curriculum was to speed up the acquisition of quality knowledge and skills by learners for rapid development of the state. In teaching and learning mathematics, ICT is essential as it improves the way mathematics should be treated and increases students understanding of basic concepts (Ittigson and Zewe, 2003). The use of ICT in teaching of Mathematics should therefore be dependent on the tutor’s ICT competency level, the nature of pedagogical practices and how innovative the tutor will be in resolving the barriers. 1.1. Research Problem, Objectives and Aim According to deGraft-Yankson (2010),Information and Communication Technologies (ICTs) often provide tutors and learners the desired environment to be innovative and creative in all aspects of the curriculum and ensure that basic knowledge and skills of computing form part of the core of education. That is why every country in the world has introduced ICT into the educational curriculum, and Ghana is no exception. Information and Communication Technology (ICT)has been a core subject just like Mathematics, English, Integrated Science and Social Studies since September,2007.In order to create an enviable education system that could provide the required ICT knowledge and skills for the citizenry, where the society could use the ICT tools in their daily activities, Ghana government spent $ 11 million United State dollars on the former 38 government owned colleges of education ICT laboratories, training teachers, recruitment of staff, and the provision of ICT facilities in the hinter land amongst others (Iddrissu, 2009). It is sad to note that Al-Faruq College of Education has not received any support from the government regarding ICT since its establishment in 2016apart from support from Non-Governmental Organisations (NGOs) such as Iqra Foundation and the National Investment Bank (NIB).With the acknowledgement of ICT establishment in the colleges of education, to improve the system, and make teaching and learning better, there still remains a gap in the state of using ICT in handling Mathematics as well as the Sciences. Most tutors use ICT in their lessons without the necessary knowledge and skills in its usage, while others have the requisite skills and knowledge to use ICT, but are faced with inadequate computers and projectors. Therefore, Paper ID: ART20198184 10.21275/ART20198184 64