Abstract:
Ghana's educational system has changed as a result of this global
embracement of ICT. In order to improve the effectiveness and relevance of
the educational process in the pre-tertiary school curriculum ICT needed to
incorporated into the educational curriculum, in spite of this, the National
Council for Curriculum & Assessment (NaCCa) and Ministry of Education
(MOE) introduced the Common Core Programme (CCP) in September 2020.
As a result, teachers and schools in pre tertiary are now expected to integrate
ICT the new curriculum. This study focused on evaluating teachers’ and
schools’ capacity to integrate technology in the new educational curriculum: ecapacity
model approach. Both quantitative and qualitative research
methodology were used. Simple Random sampling technique was used to
sample 722 teachers from five circuits in the Hohoe Municipality. A selfdesigned
questionnaires was used to gather data. In SPSS version 26.0,
descriptive statistics were used to examine the data. The analysis's findings
showed that teachers frequently use ICT to in their lesson’s delivery.
Additionally, it was noted that the schools lacked the necessary infrastructure
and assistance to facilitate a seamless transition to the new curriculum. The
study advised the government and other interested parties to assist schools by
providing ICT infrastructure.
