Evaluating Teachers’ and Schools’ Capacity to Integrate Technology in the New Educational Curriculum: E-Capacity Model Approach

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.