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World Journal of Educational Research
ISSN 2375-9771 (Print) ISSN 2333-5998 (Online)
Vol. 11, No. 6, 2024
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Original Paper
EDUCATION AND TECHNOLOGY IN GHANA:
UNDERSTANDING THE CENTRALITY OF TECHNOLOGY
INTEGRATION IN THE CLASSROOM AND BEYOND
Jacob Manu, PhD1*, Robert Ampomah, PhD1, Kwadwo Oteng Akyina, PhD1, & Samuel Antwi, PhD2
1Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development
2Kwame Nkrumah University of Science and Technology, GHANA
*Corresponding Author, Email: buncj2010@gmail.com
Received: October 01, 2023 Accepted: October 27, 2023 Online Published: November 01, 2024
doi:10.22158/wjer.v11n6p1 URL: http://dx.doi.org/10.22158/wjer.v11n6p1
Abstract
The study aimed to conduct a systematic review of literature on the nature of technology integration in
education. The researchers found five major areas in the literature that appeared to give policymakers
guidance on how to incorporate technology into the teaching and learning process. These areas were
understanding and using new technologies, funding of technologies in education, teacher preparedness
in ICT integration, safeguarding ICT and perceived use in school as well as the impact of stakeholders
in ICT integration. The study used the narrative review and documentary analysis approach in order to
determine the essential factors of a successful technology integration strategy, examine the difficulties
educators and learners have while utilising ICT in the classroom and offer recommendations on how to
use technology to enhance learning outcomes. The study considered Technology Acceptance Model
(TAM) by Davis (1989) and the Diffusion of Innovations by Rogers (2003) as the theoretical framework.
The study recommends that Ghanaian educational institutions must embrace and successfully integrate
technology in the classroom and in larger educational contexts, given the growing reliance of society
on digital tools resources. Again, infrastructure in technology such as computers and tablets, consistent
internet connectivity, and backup power sources in places with erratic electricity, need to be given a
priority by the government and educational stakeholders. Other priority actions required are
prioritising community technology centres, giving low-income students access to subsidised internet
connection, and supplying subsidised gadgets.
Keywords
Education, technology, communication, integration, classroom, policy, funding
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1. Introduction
The overview of technological infrastructure and use of Information and Communication Technology
(ICT) in education is intended to provide decision-makers with useful insights into the major issues and
challenges of introducing technology in education. Providing foundational education in Ghana and
many parts of the sub-Saharan Africa for some time now, continue to be without bottlenecks (Enrique
Hinostroza, 2018). The conception of what should be a developmentally appropriate teaching and
learning experiences has seen reviews over the years. As a result of the wrong conceptualisation of how
an ideal learner should be over the years, there have been different shades of interventions with regards
to teaching and learning from the kindergarten to the higher level of education. One of the areas that
has been negatively impacted is literacy in ICT. In spite of the commitment that learners have, there
seem to be challenges in the learning of 21st century skills in the area of ICT. Touray, Salminen and
Mursu (2013), in a systematic literature review of ICT4D journals, identified over 40 challenges
associated with the implementation of ICT use in schools.
In recent years, the integration of technology in education has become a focal point of educational
reform and innovation. The proliferation of digital tools, online resources, and interactive platforms
promises to revolutionise the learning experience, offering unprecedented opportunities for
personalised instruction, collaboration, and access to information. However, as educators, policymakers,
and researchers enthusiastically embrace these advancements, a critical question emerges. The early
enthusiasm for integrating technology frequently obscures the difficulties and complications that come
with this digital revolution. Although the use of technology can improve student achievements, it can
also reinforce existing disparities, divert attention from instructional objectives, and give rise to new
kinds of digital divides. Moreover, the rapid adoption of new technology trends may sometimes lead to
superficial changes instead of significant, empirically validated improvements in teaching and learning.
This research aims to rethink technology integration in education by examining its impact on various
aspects of the educational ecosystem. It explores the effectiveness of digital tools in improving student
engagement and achievement, the role of teachers in navigating and leveraging technology, and the
broader societal implications of a tech-centric approach to education. By critically analysing current
practices and proposing thoughtful, informed strategies, this study seeks to ensure that the integration
of technology truly serves the educational needs of all students and prepares them for a rapidly
evolving digital world. In essence, this research calls for a balanced and reflective approach to
technology in education, one that prioritises pedagogical integrity, equity, and sustainability. It invites
stakeholders to pause and consider whether we are indeed on the right path, and if not, how we might
chart a course that better aligns with our educational values and goals. Similarly, in the 21st century,
technology has become a third language that cuts across continents around the world (Pacey, & Bray,
2021).For this reason, those who are not able to communicate effectively with this new language will
find it difficult to actively engage in the global discourse. One area that seems to be deficient for Ghana
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and other sub-Saharan African countries is the provision of adequate technological resources in our
educational system. It is evident that the education ministries of these countries are leaving no stone
unturned to provide cutting-edge technological resources at all levels of education.
In spite of the effort to provide these ICT tools in schools, a closer look at the primary level of
education in many African countries seems to be the only level where pupils are not exposed to any
form of external placement examination as compared to the other levels of education. Due to the
absence of examination anxiety, the learners have the freedom to explore more, identify their talents,
and build upon them. This makes it a good ground to provide these technological resources at the early
stages of their lives for them to interact with them. However, there are many primary schools across
Ghana that do not have the requisite technology tools for the learners to interact with the teaching and
learning process (Banji et al., 2020).
At the secondary level of education in Ghana, the majority of senior high schools have state-of-the art
technology resources. These technological resources are usually provided by the government of Ghana,
alumni, non-governmental organisations, philanthropists, etc. However, in spite of the availability of
these technology tools, there are students who are not motivated to visit the ICT laboratory on a regular
basis since the learning of the ICT course is not examinable on one hand, and the fact that the teachers
do not educate the learners for them to know the need to be abreast with the 21st century modern tools.
Thus, when teachers fail to incorporate these technology tools into the teaching and learning process,
students imperceptibly develop the view that technology use is less important to their lives in general.
Therefore, despite the abundance of computers at various computer labs, students show the least
interest in visiting the ICT labs.
Furthermore, at the senior high schools across the country, students do not have the opportunity to use
smartphones for both personal and educational reasons. The Ghana Education Service, which is in
charge of creating and carrying out educational policies in Ghana, has a regulation that prohibits senior
high school students from using phones in class. Although there may be some benefits to prohibiting
senior high school students from using phones, overall, the students lose out on the opportunities
provided by mobile learning, which might have been integrated into the senior high school curriculum.
All these factors work against smooth integration of technology tools in Ghanaian schools.
Additionally, a student's decision to pursue higher education in the future is made at the senior high
school level. Obtaining a passing grade is a prerequisite for enrolment in any higher education
institution. For this reason, the administration of the school, teachers, parents and the students
themselves wish to establish a prerequisite that would support higher grades upon completion of the
senior high school curriculum. This underscores the need to systematically review this literature with
the hope that stakeholders in education will see the need to integrate ICT use in school for the
achievement of these aspirations of students.
2. Statement of the Problem
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The use of technology in education has become essential to forming the contemporary learning
environment in the quickly changing digital world. Even with our increasing understanding of the
digital age and its resources, there is still a great deal of variance in the ways that technology is
incorporated into teaching methods, particularly in poor nations. The endeavour made by educators and
other stakeholders in the field of education to use technology to improve student engagement and
accomplishment cannot be undervalued because of the concerns this discrepancy raises about how best
to use it. The focus of technology in education goes beyond simply having digital gadgets available; it
also includes how to use them to promote critical thinking, deeper learning, and teamwork. However,
obstacles including inadequate teacher preparation, student access to technology, and the possibility of
digital distractions make it more difficult to successfully integrate technology into education in Ghana
and elsewhere. There is undoubtedly a plethora of obstacles that prevent teachers and students from
effectively using ICT for teaching and learning. Therefore, the purpose of the study is to find out the
variables that affect the efficient use of technology in the classroom, pinpoint the obstacles that teachers
and students in particular encounter when integrating ICT into the classroom, and investigate methods
for optimising the advantages of technology in boosting learning opportunities both within and outside
of the classroom.
The specific objectives of this study are to:
1) determine the essential factors of a successful technology integration strategy.
2) examine the difficulties educators and learners have while utilising ICT in the classroom.
3) offer recommendations on how to use technology to enhance learning outcome.
3. The Theoretical Framework
The theoretical framework for this research was derived from two theories: the technology acceptance
model (TAM) by Davis (1989) and the Diffusion of Innovations by Rogers (2003). According to
Marangunić and Granić (2015), the adoption of an innovation spreads through certain channels and
across time among the people who make up a social system. The two theories being used as a
framework fall within the observation of these researchers. The technology acceptance model (TAM)
was propounded by Davis during his doctoral degree. Davis originally posited that there were two
factors that contributed to the acceptance of a new computer system by the intended users. These were
the perceived usefulness of the computer system as well as the ease of use of the system. The perceived
usefulness explains the extent to which the user finds value in using the product and the perceived ease
of use refers to the ability to use the product without too much difficulty on the part of the user. In other
words, perceived ease of use is the technology being user-friendly whereas perceived usefulness is the
extent to which an individual feels that using a certain technology would improve work performance.
Over the years, there have been slight modifications to the original two components of the technology
acceptance model. The theoretical framework used for this review has perceived usefulness, perceived
ease of use, knowledge on the technology use and intention to use, which eventually lead to the actual
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use of the computer system. These are the components that make up the TAM hypothesis. This theory
seems to explain the factors that users would consider when accepting a particular technology.
However, what is clear with the technology acceptance model is the time taken for users to start using
the product. Below is a figure of the technology acceptance model.
Figure 1. Technology Acceptance Model (Davis, 1989)
The second theoretical framework used by the researchers as a lens to look at the nature of technology
integration in education was the Diffusion of Innovation (DOI) theory by Rogers (2003). Rogers
explained the term diffusion as “the process in which an innovation is communicated through certain
channels over time among the members of a social system” (p. 5). From the definition, four main things
could be identified namely innovation, communication channels, time and social system. To
García-Avilés (2020), diffusion is regarded as a “special type of communication in which participants
create and share information with one another in order to reach a mutual understanding” (p. 1). Based
on the two definitions, diffusion seeks to explain the stages and interactions involved in decision
making of any new product or idea. Rogers proposed five areas that impact on or speed up the adoption
process as relative advantage, compatibility with organizational knowledge, complexity to implement,
trialability, and observability of the development of the innovation (García-Avilés, 2020; Sahin, 2006).
Rogers was emphatic that people who start the adoption process and fail to complete it as well as those
who do not start the process at all do not form part of the diffusion process. In explaining the range of
adoption within the diffusion process, Rogers indicated that there are five different categories of
adopters, who based on their position, connection and linkages with the rest of the social system, take
different time span to adopt a new innovation. These are innovators (2.5%); early adopters (13.5%);
early majority (34%); early minority (34%); and laggards (16%).
According to Rogers (2003), the topmost level of the innovation-decision process is the innovators.
These are members of the social system who have links with the outside world and are willing to take
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risk regardless to bring in the new technologies. Their attitudes usually create many uncertainties for
the other members of the social system and for that matter, they might not be accepted by the social
system. The second group on the normal curve is the early adopters according to Rogers (2003). Unlike
the innovators, the early adopters are confined within the social system and they normally occupy the
leadership positions of the social system. As a result of their positions, they have strong link with the
innovators and that is the reason why they are the first sub-group from the social system to adopt the
innovation. In many cases, the other members of the social system look up to them for decisions. Light
(1998) indicated that the attitude of leaders towards a new technology is instrumental to the other
members of the social system. The next sub-group of adopters is the early majority. They occupy one
standard deviation from the mean on the left-side of the innovation-diffusion decision curve. According
to Rogers, the early majority members do not hold leadership positions and work their ways through
interpersonal relations. Their decisions on adopting the innovation is slower than the early adopters but
take time to think through their decisions. The late majority members also occupy one standard
deviation from the mean on the right-side of the innovation-diffusion curve. This sub-group is usually
alarmed with the uncertainties and would want to wait till majority of the members of the social system
has adopted the innovation before they get on board. In many cases, they are people who demmonstrate
poverty and deficiencies in mobilising the required resources needed to adopt an innovation and are
persuaded by close friends and peers in order to adopt the innovation. The last sub-group on the curve
is the laggards. The members have similar features of the late majoirty. However, they are more
traditional and would wait till an innovation is successful before they would adopt. One of the reasons
why they occupy the last position on the innovation-diffusion curve is the fact that their social network
is made up of liked-minds who are conservative and would not like to change easily. Broadly speaking,
Rogers further grouped the adopters into early adopters (innovators, early adopters, and early majority)
and late adopters (late majority and laggards). Below is a figure of the innovation-diffusion decision
curve by Rogers (2003).
Figure 2. Adopter Categorization on the Basis of Innovativeness (Rogers, 2003)
The theoretical underpinnings, which describe how knowledge and perceptions impact the perceived
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usefulness and the ease of use of ICT technologies as well as the rate at which adoption takes place
within the innovation-diffusion social system, have practical implications on the use of technologies in
the education system. There are a number of elements from the two theories that are directly or
indirectly related to the main purpose of this study. For this reason, the theories have been woven
together to provide a comprehensive review of the subject being studied.
4. Methodology
In this study, both the narrative review and documentary analysis were employed. The narrative review
provides a thorough grasp of what has been written in the field by synthesising the available literature
on the subject. The identification of major themes is made possible by this methodological technique,
which takes trends and gaps in the study topic into account. (Wood, Sebar, & Vecchio, 2020). This
method works well for summarising and critically assessing the information found in a variety of
relevant books, journals, and papers (Juntunen, & Lehenkari, 2021). It aids in grasping how the area
has developed, the many viewpoints that have emerged, and the consensus or disagreements among
academics. The researchers used documentary analysis to gather pertinent data and insights on the
research such as policy papers, educational directives, and scholarly articles.
5. Understanding and Using new Technologies
The choice of ICT should equally take into account the widely used older technologies such as print,
radio, and television. It is becoming increasingly evident that leapfrogging technologies, wherever
possible, remain the primary alternative for a quicker response to the daunting challenge of access and
equity. In order to make improved choices about the educational use of technologies, it is necessary to
develop an understanding of the modes of communication appropriate to teaching and learning. This
overview emphasises the importance of being aware of the range of educational technologies available
and provides structured analysis of the technologies in schools and their applications as a basis for
reviewing the context in which technology is used for educational purposes in Ghana. The rapid
evolution of technology presents both opportunities and challenges for educational systems worldwide,
particularly in Africa. Understanding and effectively using new technologies is crucial for fostering
socio-economic development and enhancing educational outcomes. Access to technology remains a
significant barrier in many African countries. Kenny and Hill (2022) highlight that those disparities in
internet connectivity, particularly between urban and rural areas, create a pronounced digital divide. In
Ghana, efforts have been made to expand internet infrastructure, but challenges persist in reaching
remote communities. Governments across Africa are actively implementing policies to improve access.
Agyemang and Hinson (2023) also discuss Ghana’s National Broadband Policy, aimed at increasing
internet penetration and enhancing digital infrastructure. Such initiatives are crucial for bridging the
digital gap and promoting technology use in education and other sectors.
The integration of technology in education is a focal point in many African nations. As a result, Boadi,
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Sarpong, and Mensah (2023) emphasise that educational institutions in Ghana are increasingly
adopting digital tools to enhance teaching and learning. Initiatives like the “One Laptop One Teacher”
programme illustrate the commitment to integrating technology in classrooms. Effective
implementation of technology hinges on adequate training for educators. Mensah and Manteaw (2022)
found that teacher professional development programmes in Ghana often lack comprehensive training
on using new technologies effectively. Investing in continuous professional development is vital for
empowering teachers to utilise technological tools effectively.
Studies reveal that utilising technology can greatly improve educational results. According to Osei and
Osei (2023), educational institutions that integrate ICT resources into their curricula frequently witness
increases in student engagement and academic achievement. Technology enables customised learning
experiences that meet the demands of a wide range of students. Technology affects economic
development in addition to education. Hence, Abor and Quartey (2023) reiterate that adopting
technology encourages innovation and entrepreneurship, both of which are essential for creating jobs in
Ghana. Many people are now able to participate in e-commerce and other digital companies because of
the widespread use of mobile technology.
Significant obstacles still exist in the infrastructure required for the application of technology,
notwithstanding advancements. Nti and Asare (2022) observe that insufficient power supply and
unstable internet connectivity frequently impede the efficient utilisation of technology in Ghanaian
educational establishments. The adoption of technology can be influenced by societal attitudes and
cultural views of it. According to Adomako and Fafunwa (2023), scepticism and conventional wisdom
might make it difficult for new technology to be incorporated into daily life and education. Adoption of
technology is often hampered by financial limitations. Kwarteng (2023) postulate that a significant
number of students and educators are unable to access the internet due to the high cost of devices and
services which exacerbates the digital divide.
In Africa, mobile technology is revolutionising the field of education. Onjewu et al (2024) draw
attention to the expanding field of mobile learning, or m-learning, as a practical substitute for reaching
students who live far away. The widespread use of smartphones has increased accessibility and
flexibility in education. In order to encourage the use of technology, community involvement and
collaborations with non-governmental organisations (NGOs) are essential. Ankomah and Osei (2023)
considered programmes run by non-governmental organisations (NGOs) that give schools resources
and training to improve the incorporation of technology. Encouraging STEM education is essential to
preparing young learners for a future where technology will play a major role in education. Owusu and
Adjei (2023) support more funding for STEM programmes since they encourage young people to be
innovative and tech-savvy.
It takes a comprehensive effort to understand and use new technologies in education, especially in
Ghana. It requires addressing issues of access, implementation, obstacles and implications. Even
though there has been a lot of progress, more work has to be done to make sure that technology
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promotes economic and educational growth. In order to remove obstacles and encourage the efficient
use of technology in the classrooms, it is imperative that the government, educational institutions and
communities prioritise collaboration. Technology development is now one of the main factors
propelling economic expansion and development in Africa, especially in Ghana. This review of the
literature looks at the approaches governments in Ghana and throughout Africa have made in terms of
technology policy, with a particular emphasis on strategic frameworks, implementation difficulties and
results. The national technology policy roadmap is often established by the policies of succeeding
governments. Party manifestos are where in Ghana, choices about the use of technology in the
classroom are made. In their manifestos, political parties typically lay out their goals, which ultimately
become the daily policies that the Ministry of Education carries out. Regrettably, this approach to
technology utilisation is prevalent in many African countries (Solomon, & van Klyton, 2020).
Technology policies are implemented by the current political party in accordance with the
specifications outlined in its manifesto.
Experts in the field of educational technology convene with stakeholders in other locations to gather
their perspectives on the ideal usage of technology (Kline et at., 2020). Following these stakeholder
conversations, an in-depth technological report was created to act as a future reference material. There
may be a long-term, medium-term, or short-term plan for the country's use of technology, depending on
the committee assigned to carry out that crucial responsibility. Following adoption, the text becomes
the national policy for the use of technology. These records may be examined on a regular basis in light
of national requirements and necessities. Everyone must share responsibility for ensuring that whatever
is agreed upon and accepted works for everyone's benefit.
Ghana has created a number of important technology policies to promote an atmosphere that is
favourable for the expansion of ICT. The goal of the National ICT for Education Policy (2015) is to
improve learning outcomes and digital literacy through the integration of ICT in educational systems
(Agyemang & Hinson, 2023). The Ghana Digital Transformation Strategy (2020–2024) provides a
thorough framework for utilising technology to advance economic development and enhance public
services. This plan places a high priority on investments in digital infrastructure, encouraging
technological innovation and accessibility in a range of industries including Ghana’s Ministry of
Communications (Morrison, 2021). There are still a lot of obstacles to overcome in order to fully
execute policies. Inadequate money, a lack of infrastructure, and low stakeholder participation are
among the main obstacles to the successful implementation of technology policies in education (Boadi,
Sarpong, & Mensah, 2023). The African Union's Agenda 2063 emphasises the role that technology will
play in propelling Africa's socioeconomic change on a continental scale. In order to foster innovation
and regional integration, this agenda supports the creation of strong ICT frameworks and policies
(African Union, 2015). The African Continental Free Trade Agreement (AfCFTA) underscores the
function of technology in promoting trade and economic cooperation between African countries. In
order to foster innovation and digital trade, the pact pushes member nations to establish a common
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technology policy (ECA, 2021).
Notwithstanding regional frameworks, obstacles can arise when national policies are aligned with
continental goals. For example, Kenny and Hill (2022) talk about how different African countries have
different capacities for implementing policies, which causes differences in the continent's technological
development. The creation of a digital economy is becoming a top priority for governments throughout
Africa. According to Nti and Asare (2022), policies that support fintech, digital entrepreneurship, and
e-commerce are essential for boosting economic resilience and job development which ultimately
affect education. The proliferation of digital services has made strong data protection regulations
essential. Mensah and Manteaw (2022) draw attention to Ghana's Data Protection Act (2012) as a
crucial legal framework for guaranteeing privacy and protecting personal information online. Empirical
studies demonstrate that efficacious technology policies have bolstered economic expansion in Ghana
and other African nations. Improved service delivery and faster Gross Domestic Product (GDP) growth
rates have resulted from increasing investment in ICT infrastructure, as demonstrated by Abor and
Quartey (2023). Education-related technology policies have also had a big impact. According to Osei
and Osei (2023), efforts to incorporate ICT into schools have improved learning results and student
involvement, demonstrating the efficacy of governmental programmes. In order for technology policies
to be successful, inclusive stakeholder interaction is essential. In order to match programmes with real
needs, Adomako and Fafunwa (2023) support incorporating educators, industry players and local
communities in the policy-making process. To support technological ambitions, it is imperative to
invest in a strong infrastructure. Kwarteng (2023) highlights that in order to improve the impact of
technology policy and enable broader access to digital services, governments need to give
infrastructure development first priority. To propel technological growth, regulations that foster
entrepreneurship and innovation are crucial. Governments should establish funding programmes and
incubators in this direction (Owusu and Adjei, 2023). Ghana and Africa governments' technological
policy orientations will have a significant impact on how the digital landscape develops in the future.
Even though policy design and implementation have advanced significantly, there are still issues that
must be resolved if technology is to completely fulfil its promise to promote economic development
and growth. An emphasis on innovation, infrastructure investments, and stakeholder collaboration will
be essential to pushing the technology agenda.
6. Funding of Technologies in Education
One of the most important factors still affecting the effective use of educational technologies is funding.
The main source of funding for educational technology efforts in Ghana is the government. According
to Agyemang and Hinson (2023), the National ICT for Education Policy is one of the policies that the
Ghanaian government uses to allocate a percentage of its budget to ICT in education. However,
because of conflicting objectives, regular support is still difficult to achieve. Contributions from NGOs
and the private sector are essential for boosting government support. Boadi et al. (2023) highlight
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cooperative approaches to funding educational technologies by highlighting collaborations between
schools and non-governmental organisations (NGOs) that offer technology resources and training.
Ghana's educational technologies are largely funded by international groups and development agencies.
Nti and Asare (2022) point out how organisations like the World Bank and UNESCO offer financial
support and technical help to encourage ICT integration in classrooms. A number of research suggests
that investment in digital infrastructure is important. According to Osei and Osei (2023), the
development of dependable internet access and digital technologies to support learning is becoming a
higher priority for both public and private organisations in Ghana. Financing initiatives have a strong
emphasis on ensuring equity in access to technology.
Kwarteng (2023) also notes that financing strategies are focusing more on underprivileged areas in
order to guarantee that all pupils have access to digital resources and close the digital divide.
A change is underway in the direction of creating long-term funding arrangements that encourage
investment in educational technologies. Mensah and Manteaw (2022) propose that in order to guarantee
continuous support for technology integration in education, creative finance models like public-private
partnerships (PPPs) should be encouraged. Budgetary restrictions are a significant financial concern in
Ghana. Adomako and Fafunwa (2023) claim that instructional technology frequently competes with
other urgent requirements, resulting in an inadequate allocation of resources. The absence of
continuous financial assistance for the upkeep and modernisation of technology infrastructure presents
serious difficulties, even in cases where initial financing is available. Additionally, highlighting the
necessity of sustainable finance strategies with maintenance plans are necessary (Agyemang & Hinson,
2023). Once more, ineffective bureaucracy makes it difficult to allocate and use cash effectively. Boadi
et al. (2023) believe that protracted procurement procedures may cause the rollout of educational
technology projects to be delayed. Comparative research reveals effective funding models that Ghana
could adopt from other nations.
According to Kenny and Hill (2022), nations like Singapore and South Korea have successfully used a
combination of public and private funding to support their educational technology efforts. Grants and
technology vouchers are examples of creative financing strategies that have demonstrated potential for
bolstering funding for educational technology. Initiatives that give schools vouchers to purchase
technology are highlighted by Owusu and Adjei (2023) as ways to encourage competitiveness and
creativity. Enhancing sustainability can be achieved by including stakeholders and local communities in
funding efforts. Nti and Asare (2022) underscore the significance of engaging parents and nearby
enterprises in bolstering educational technology initiatives via financial contributions and resource
exchange. Improving financing for educational technologies requires cultivating robust public-private
partnerships. In order to maximise resources, Abor and Quartey (2023) advise developing frameworks
that encourage cooperation between the public and private sectors.
Comprehensive financing plans that take into account every stage of the technology integration
lifecycle, from acquisition to upkeep, are required. Osei and Osei (2023) are proponents of programmes
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that cover continuation assistance after the original investment. Promoting creative funding strategies
like crowdsourcing and neighbourhood-based projects can open up new funding avenues for
educational technology. Mensah and Manteaw (2022) recommend looking into these options to
improve the availability of resources. Investing in educational technologies is essential to improving
classrooms in Ghana and elsewhere. Even if resource acquisition has come a long way, there are still
problems that call for creative thinking and teamwork. Ghana may enhance its educational technology
landscape by incorporating sustainable funding mechanisms and taking cues from successful models.
The idea of allocating sufficient funds for technology use in the nation is linked to the absence of a
defined policy direction by the government. When it comes to the adoption of technology, funding is
critical.
In addition to the funding provided by the central government, many entities, such as individuals,
institutions and associations also contribute to the acquisition of technologies for educational purposes
(Eze et al., 2020). However, when the total amount of money from all of these sources is added up, it
still falls short of the amount required to supply these technological resources. The fact that the
beneficiaries are unable to decide what kind of technological resources need to be supplied adds
another dimension to this problem. Oftentimes, givers give what they have rather than what the
receivers actually need. When this occurs, stakeholders or the general public have the idea that we have
the necessary technologies. In the meantime, the current technologies are unsuitable for carrying out
the necessary tasks in schools.
7. Teacher Preparedness and Literacy in ICT integration
In order to modernise teaching and learning procedures, ICT integration in education has become
crucial. Teacher readiness is a major factor in the effectiveness of ICT integration in the classroom.
Comprehensive training programmes are essential for giving teachers the knowledge and self-assurance
they need to integrate technology into their lesson plans (Agyemang & Hinson, 2023).
To improve teachers' ICT proficiency, several programmes have been started in Ghana.
Government-led professional development initiatives to enhance teachers' digital competencies as a
prerequisite for effective technology integration in the classroom are covered by Boadi et al. (2023). To
stay current with developing technology, teachers and educators in general must engage in ongoing
professional development. Nti and Asare (2022) emphasise the value of continuous training sessions
that concentrate on useful ICT applications in educational settings. ICT literacy is the capacity to utilise
technology successfully, analyse information critically and use digital tools in educational settings
among other abilities. ICT literacy is a critical skill that teachers need to have in order to support
contemporary teaching methods (Owusu & Adjei 2023). Studies show that Ghanaian teachers have
differing degrees of ICT literacy. According to Mensah and Manteaw (2022), effective technology
integration can be hampered by the fact that some teachers struggle with fundamental ICT abilities,
while others exhibit high levels of digital competency. The availability of sufficient infrastructure and
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technology resources has a big impact on how prepared teachers are. Teachers have greater opportunity
to grow professionally and incorporate technology into their lessons in schools with strong ICT
infrastructure (Osei & Osei, 2023).
Promoting ICT integration requires institutional support from school leaders and the administrations.
Kwarteng (2023) highlights that teachers might be inspired to use ICT and look for professional
development opportunities by having clear policies and supporting leadership. Teachers' desire to use
ICT can be influenced by cultural perspectives on technology. Adomako and Fafunwa (2023) also
indicate how teachers' opinions on the benefits of incorporating technology into the classroom may be
influenced by conventional wisdom regarding education.
Many teachers still encounter difficulties in spite of efforts to prepare them because of insufficient
training materials and support networks. Teachers' capacity to use ICT tools successfully may be
hampered by a lack of opportunities for practical training (Boadi et al., 2023). One issue that frequently
arises for teachers is resistance to implementing new technologies. Effective ICT integration in
education is significantly hampered through obsolescence and a lack of trust in one's ability to use
technology (Kenny & Hill, 2022).
Funding constraints often limit the availability of necessary technological resources and training
programmes. Nti and Asare (2022) highlight that inadequate financial support can stall ICT initiatives
within schools. Creating collaborative learning environments can enhance teacher ICT literacy. Owusu
and Adjei (2023) advocate for peer mentoring and collaborative professional development initiatives
that allow teachers to learn from each other. Integrating ICT training into teacher education
programmes is crucial for developing foundational skills. Abor and Quartey (2023) also emphasise the
importance of embedding ICT literacy in teacher training curricula to prepare future educators for the
digital classroom. Employing innovative teaching methods that incorporate technology can enhance
teacher preparedness. Osei and Osei (2023) suggest that using blended learning and project-based
approaches can increase teachers' engagement with ICT. Countries like Finland and Singapore have
established effective models for teacher preparedness in ICT integration. Kenny and Hill (2022)
highlight Finland’s emphasis on continuous professional development and supportive policy
frameworks as key factors in promoting teacher readiness. Several countries have developed
comprehensive frameworks to guide ICT integration in education. Adomako and Fafunwa (2023) also
discuss how frameworks that outline clear standards and competencies for teachers can facilitate
successful ICT adoption. Teacher preparedness and literacy in ICT integration are critical for enhancing
educational outcomes in Ghana. While challenges exist, targeted strategies and supportive frameworks
can significantly improve teachers' capacity to integrate technology effectively. By learning from global
best practices and fostering collaborative environments, educational systems can better prepare teachers
for the demands of the digital age.
8. Safeguarding ICT and Perceived Use in School
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The integration of ICT in educational settings has transformed teaching and learning processes.
However, with the increased use of technology comes the necessity for effective safeguarding measures
to protect students, teachers, and institutions from various risks. Studies highlight the growing concerns
regarding cyber threats and online safety in schools. According to Hollis and Jamieson (2022), the rise
of cyberbullying and online harassment necessitates comprehensive digital safety programmes. Schools
are urged to implement robust cybersecurity measures, including regular software updates, network
security protocols, and user education programmes to mitigate risks. Baker, Smith, and Nguyen (2023)
emphasise the importance of training staff and students on recognising potential cyber threats,
suggesting that awareness initiatives significantly reduce vulnerability to cyber incidents. Digital
citizenship education is increasingly viewed as a critical component in fostering safe online behaviours
among students. Effective safeguarding in ICT usage is heavily reliant on well-defined policy
frameworks. It is as a result of this that Chen and Zhao (2023) pointed out that various national and
regional policies aimed at protecting students in digital environments are ongoing in institutions.
Bediako and Kyei (2023) indicate that many schools are implementing basic cybersecurity protocols,
including firewalls and antivirus software, to protect school networks. Additionally, training
programmes for teachers and students on recognising cyber threats are essential to building a culture of
digital safety. Integrating digital literacy into the curriculum is vital for empowering students to
navigate ICT responsibly. Mensah (2023) notes that schools are increasingly adopting programmes that
teach students about online safety, digital ethics, and responsible usage of technology. This proactive
approach helps in mitigating the risks associated with ICT use.
Collaboration among stakeholders, including parents, local communities, and government agencies, is
crucial for effective ICT safeguarding. In that direction, Ankomah and Osei (2023) emphasise the role
of community involvement in creating a safe ICT environment, advocating for awareness campaigns
and collaborative initiatives to promote responsible technology use. With respect to architectural
designs that promote flexible learning environments essential for effective ICT integration, Owusu and
Adjei (2023) argue that classrooms should be designed to accommodate various teaching styles, with
movable furniture and adaptable spaces that facilitate group work and collaborative learning.
Establishing dedicated ICT laboratories and resource centres is vital for fostering ICT education. Nti
and Asare (2022) highlight the importance of having well-equipped computer labs that provide students
with hands-on experience and access to necessary technology resources. The design of educational
buildings has a significant impact on the learning environment. Akosua, Mensah, and Kyei, (2023)
stress that incorporating natural light and proper ventilation in school buildings enhances students'
comfort and concentration, thus supporting more effective ICT learning experiences.
Kwarteng (2023) emphasises the importance of embedding technological infrastructure, such as
electrical outlets, robust Wi-Fi connectivity, and network cabling, into school designs to facilitate
seamless ICT usage. Designing safe and inclusive learning environments is critical for promoting
equitable access to ICT. Owusu-Ansah (2023) therefore notes that schools should consider accessibility
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features, ensuring that all students, including those with disabilities, can effectively engage with ICT
resources. The safeguarding of ICT in Ghanaian schools requires a multifaceted approach, involving
policy frameworks, cybersecurity measures, and community collaboration. Additionally, architectural
designs play a crucial role in supporting ICT teaching and learning by creating flexible, well-equipped,
and inclusive environments. As Ghana continues to advance its educational landscape, a strong
emphasis on both safeguarding practices and innovative architectural solutions will be essential for
fostering effective ICT integration in schools. These policies aimed to identify key components of
successful policies, such as clear guidelines on acceptable use, data protection and incident reporting
mechanisms. Furthermore, Sullivan et al. (2023) advocate for the alignment of school policies with
national cybersecurity strategies, stressing the importance of a coordinated approach to ensure
comprehensive protection across educational institutions.
Morgan and Smith (2022) outline practical measures, including the establishment of an ICT committee
to oversee technology use, regular audits of ICT resources, and the integration of safety features in
educational software. Additionally, Davis (2023) emphasises the significance of collaborative
approaches, where schools engage with parents and community stakeholders to create a holistic
safeguarding environment. Involving parents in digital safety discussions can enhance support systems
at home. Jackson (2023) calls for adaptive safeguarding strategies that evolve alongside technological
developments. Schools must stay informed about the latest trends and potential risks associated with
new technologies to ensure that effective safeguarding measures are in place. The safeguarding of ICT
use in schools is an evolving challenge that requires ongoing attention and collaboration among all
educational stakeholders. The integration of ICT in Ghanaian schools has become essential for
modernising education. However, this integration requires robust safeguarding measures and
architectural designs that support effective teaching and learning. Adu and Owusu-Ansah (2022)
highlight the significance of national policies, such as the Ghana National ICT for Education Policy,
which provides guidelines for safe and responsible ICT usage. These policies emphasise the need for
schools to establish clear acceptable use policies to protect students and staff.
9. Impact of Stakeholder in ICT Integration
The actual system use of ICT in education has been a significant focus for educational reforms globally.
Various stakeholders, including policymakers, teachers, students, parents, and technology providers,
play crucial roles in the successful implementation and sustainability of ICT initiatives.
Policymakers are instrumental in setting the vision and framework for ICT integration in education.
Their decisions on funding, curriculum development, and training programmes significantly influence
the extent and effectiveness of ICT use in schools. Research indicates that national and regional
policies are critical in providing a structured approach to ICT integration. Policies that support
infrastructure development, teacher training, and curriculum updates are essential (Tondeur, et al.,
2016). Again, policymakers control the allocation of financial resources, which directly impacts the
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availability of ICT tools and infrastructure. Studies highlight the disparity in ICT integration between
well-funded and underfunded schools, which calls for equitable resource distribution (Law et al., 2008).
Teachers are the primary agents of change in implementing ICT in classrooms. Their attitudes, skills
and readiness to adopt new technologies are pivotal for successful integration. Continuous professional
development is crucial for teachers to keep pace with technological advancements. Inadequate training
can hinder effective ICT use (Kopcha, 2012). Teachers’ positive attitudes towards ICT and their belief
in its benefits can enhance integration. Conversely, resistance to change and a lack of confidence in
using technology can be significant barriers (Ertmer & Ottenbreit-Leftwich, 2010).
Effective ICT integration requires a shift from traditional teaching methods to more learner-centred
approaches. Research shows that when teachers integrate ICT into their pedagogy, it can lead to
improved student engagement and learning outcomes (Hennessy, Ruthven & Brindley, 2005). Students
are the direct beneficiaries of ICT in education. Their engagement, adaptability, and feedback are
critical for shaping ICT practices. ICT tools can enhance student engagement and motivation by
providing interactive and personalised learning experiences (Lei, 2010). Developing learners’ digital
literacy skills is essential for their future success. Research highlights the importance of integrating ICT
into the curriculum to equip learners with the necessary digital skills (Voogt & Roblin, 2012). Leaners
feedback on ICT tools and applications can guide teachers and developers in refining and improving
ICT integration (Selwyn, 2011). Again, parents’ support and involvement are crucial for reinforcing
ICT use beyond the classroom. Access to ICT tools at home and parental encouragement can enhance
students' ICT skills and learning experiences (Valadez & Duran, 2007). Parents’ perceptions of the
value of ICT in education can influence their support for its use in schools. Studies suggest that
informed and positive parental attitudes can foster a supportive environment for ICT integration (Yuen
et al., 2013).
Technology providers play a significant role in developing and supplying the necessary tools and
resources for ICT integration. Providers contribute by creating innovative educational technologies and
offering technical support and training for teachers (Dede, 2011). The interplay between these
stakeholders often presents challenges that need to be addressed for successful ICT integration. Lack of
coordination among stakeholders can lead to fragmented ICT initiatives. Collaborative efforts and clear
communication are necessary for cohesive integration (Kozma, 2003). Ensuring the sustainability of
ICT projects requires ongoing support from all stakeholders. Studies emphasise the need for continuous
funding, professional development, and updates to technological infrastructure (Anderson & Dexter,
2005). Addressing the digital divide is crucial for equitable ICT integration. Policymakers and
educators must work together to provide equal access to technology for all students (Warschauer, 2003).
The successful integration of ICT in education is a complex process that involves multiple stakeholders.
Policymakers, teachers, students, parents and technology providers each play vital roles in shaping the
landscape of ICT in education. Understanding their impact and addressing the challenges they face can
lead to more effective and sustainable ICT integration, ultimately enhancing educational outcomes.
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10. Conclusions
The integration of technology in education is an evolving journey that holds immense promise and
potential. As we assess our current trajectory, it is clear that significant strides have been made, yet
critical reflections reveal areas needing improvement. Technology has undoubtedly transformed the
educational landscape, enhancing access to information, enabling personalised learning, and fostering
collaboration beyond traditional classroom boundaries. However, challenges persist. The digital divide
remains a substantial barrier, with unequal access to technology exacerbating educational inequalities.
Moreover, the overemphasis on technology can sometimes overshadow fundamental pedagogical
principles, risking a decline in the quality of education if not carefully managed. The rapid pace of
technological advancement also necessitates continuous professional development for educators to
keep pace with new tools and methodologies. To ensure we are on the right path, a balanced approach
is crucial. Integrating technology should not be an end in itself but a means to enrich and support the
educational experience. Stakeholders must prioritise equitable access, ongoing teacher training, and the
development of digital literacy skills among teachers and students. Evaluating the effectiveness of
technology through rigorous research and feedback loops will be essential to making informed
adjustments and innovations. Ultimately, rethinking technology integration in education requires a
collaborative effort among educators, policymakers, students, and communities. By addressing the
challenges and leveraging the opportunities, we can create an educational environment that not only
embraces technological advancements but also upholds the core values of teaching and learning. This
reflective and adaptive approach will ensure that technology serves as a powerful ally in the quest for
educational excellence and equity in Ghana and beyond.
11. Recommendations
To improve teaching and learning outcomes in Ghana, technology integration into the classroom is
crucial. Ghanaian educational institutions must embrace and successfully integrate technology in the
classroom and in larger educational contexts, given the growing reliance of society on digital tools and
resources. Therefore, substantial technological infrastructure should be invested in by the government
and educational stakeholders. This includes having access to contemporary technology, such as
computers and tablets, consistent internet connectivity, and backup power sources in places with erratic
electricity. A key component of a successful integration is making sure all schools, especially those in
rural areas, have the required technology infrastructure. Once more, the effective use of technology in
education is mostly dependent on the teachers. It is important to create thorough training programs that
give educators the tools they need to successfully integrate technology into their lesson plans. It is
important to offer teachers chances for ongoing professional development, such as online courses and
workshops, so they may stay current on the newest educational theories and technical developments.
All subject areas in Ghana's school curriculum ought to be updated to include technology. As part of
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this, digital literacy should be incorporated into the curriculum at all educational levels, from primary
school to postsecondary. Curriculum designers should make sure that technology fosters creativity,
critical thinking, and problem-solving abilities by being an essential component of the educational
process rather than only an optional addition. It is imperative to prioritise digital equity in order to stop
the digital divide from growing. This entails making certain that every student, irrespective of their
financial status, has access to the tools and technologies they require. Priority should be given to
projects like establishing community technology centres, giving low-income students access to
subsidised internet connection, and supplying inexpensive gadgets.
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