Analysis of Technology Integration in Teacher Education in Ghana

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.