EDUCATION AND TECHNOLOGY IN GHANA: UNDERSTANDING THE CENTRALITY OF TECHNOLOGY INTEGRATION IN THE CLASSROOM AND BEYOND

Abstract

The study aimed to conduct a systematic review of literature on the nature of technology integration in education. The researchers found five major areas in the literature that appeared to give policymakers guidance on how to incorporate technology into the teaching and learning process. These areas were understanding and using new technologies, funding of technologies in education, teacher preparedness in ICT integration, safeguarding ICT and perceived use in school as well as the impact of stakeholders in ICT integration. The study used the narrative review and documentary analysis approach in order to determine the essential factors of a successful technology integration strategy, examine the difficulties educators and learners have while utilising ICT in the classroom and offer recommendations on how to use technology to enhance learning outcomes. The study considered Technology Acceptance Model (TAM) by Davis (1989) and the Diffusion of Innovations by Rogers (2003) as the theoretical framework. The study recommends that Ghanaian educational institutions must embrace and successfully integrate technology in the classroom and in larger educational contexts, given the growing reliance of society on digital tools resources. Again, infrastructure in technology such as computers and tablets, consistent internet connectivity, and backup power sources in places with erratic electricity, need to be given a priority by the government and educational stakeholders. Other priority actions required are prioritising community technology centres, giving low-income students access to subsidised internet connection, and supplying subsidised gadgets.