Ghanaian Educational Institutions' Capacity for, and Approach to, ICT Pedagogical Integration

The paper reports some of the findings of Ghana’s participation in the Pan African Research Agenda on the Pedagogical Integration of ICT. The study examined Ghanaian educational institutions’ capacity for, and approach to, ICT pedagogical integration. A junior high school, three senior high schools and a teacher education university were sampled by a University of Education, Winneba (UEW) based research team according to given guidelines. The study combined document analysis and survey techniques using structured questionnaire, class observation checklists and interview schedules to collect qualitative and quantitative data which had been uploaded onto an open online observatory at www.observatoiretic.org. The results indicated that some attempts had been made by the Ministry of Education to formalize the teaching of ICT literacy and encourage its integration into the teaching and learning process. Nonetheless, very little integration was observed in teaching and learning in schools. This was found to be due in part to inefficiencies in the design of the curriculum and partly to the inadequate ICT resources (both material and human) available. It is recommended that the Ministry of Education should review the curricula at various levels to assure ICT pedagogical integration in their implementation and make available sufficient resources for ongoing training and support for teachers to model the new pedagogies and tools for learning.