The Integration of Information and Communication Technology in Pre-University Education in Ghana: A Principal Component Analysis

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Author(s): Patrick Ohemeng Gyaase (Catholic University College of Ghana, Ghana), Samuel Adu Gyamfi (University of Education, Ghana), Alfred Kuranchie (Catholic University College of Ghana, Ghana)and Faustina Scholarstica Koomson (Baidoo Bonsoe Senior High Technical School, Ghana)
Copyright: 2020
Pages: 15
Source title: Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)and David D. Carbonara (Duquesne University, USA)
DOI: 10.4018/978-1-7998-0238-9.ch009

Keywords: Curriculum Development and Instructional Design / Education / Educational Technologies / Information Science Reference

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Abstract

Educationists throughout the world are attesting to the capabilities of ICT for innovations in teaching and learning. There are evidences that integrating ICT into education enhances the learners' creativity and opens up new ways of knowledge acquisition and sharing. ICT is also credited with the improvement of teaching and learning of new skills needed to fully function in the 21st century knowledge society. This research was undertaken to evaluate the current state of ICT integration into the pre-university education and identify the barriers through principal components analysis and make the necessary recommendations. The research utilized both primary and secondary data. The primary data was collected through questionnaires and interviews while secondary data was obtained from reviews of government policy documents and reports. The study found an already existing ICT literacy education in the pre-university educational system in Ghana. There is also increasing access to and knowledge of ICT hardware and services. However, inadequate infrastructure, inadequate technology skills, lack of technical support, and inappropriate content are the challenges militating against effective integration of ICT in schools' curricula. Restructuring the curriculum of the various subjects, in-service training for teachers, integration of ICT into teacher training, and provision of internet connectivity infrastructure and services are recommended.

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The Integration of Information and Communication Technology in Pre-University Education in Ghana: A Principal Component Analysis

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