Abstract:
Ghana’s Education Reforms launched in June 2007 introduced Computer literacy not only
as a new subject, but also as a tool to enhance teaching and learning. This study provides
a situational analysis of the pedagogical issues associated with Information and
Communication Technology (ICT) use in teacher education in Ghana. The methodology
used in the study focused on meta-data analysis in which issues associated with integrating
ICT in Ghana’s education were re-examined to provide a better picture that will support
future achievement of teaching and learning with ICT. The evidence suggests that
the challenges of ICT use in education do not lie only in the lack of availability of technological
resources, but also in the shortage of skilled human resources and other institutional
factors. Implications that relate to teacher “readiness” to deliver 21st century education
through the use of technology are discussed and analyzed.
