Introduction

The Pedagogical Integration of ICT project has come at an opportune time in

Ghana to contribute to the ICT broadening process and to participate in the access,
construction, and production of knowledge in the information era. The project is a
great opportunity for the nation because the integration of ICT into her educational
system was formally introduced as part of educational reforms which began in
September 2007 as part of government’s initiative to improve quality of teaching
and learning in the nation’s schools. One major requirement of the 2007
educational reform was to ensure that all students in pre-tertiary institutions in
Ghana acquire basic ICT literacy skills (including internet use) and apply these not
only in their studies but also in a variety of ways in their everyday life activities
(CRDD, 2007a, b and c).

Computer technology use for teaching and learning is gaining acceptance in

education globally but in Ghana efforts to use ICT in education began to receive
governments’ attention only recently. Ghana’s recent participation in an
international survey which was used to rate the ICT Development Indices (IDI) of
the participating countries revealed that the country ranked between 100th and 140th
position out of 154 countries surveyed (ITU, 2009). This indicates that Ghana, like
many African countries, still lags behind in ICT development, use, and knowledge
and skills as well as ICT basket values. For Ghana, and Africa as a whole, to be
able to fully integrate ICT into teaching and learning there is the need for frequent
collection and analysis of data on ICT usage. The ‘Pan-African Agenda on
Pedagogical Integration of ICT’ project, which is being coordinated by the
International Development Research Centre (IDRC) in Canada, was therefore
instituted to address this very important need.

The main research goal of the project is to better understand how the pedagogical
integration of ICT can improve the quality of teaching and learning in educational
systems of participating African countries. To achieve this goal in all the
participating countries, and for that matter Ghana in particular, the following
specific research objectives were addressed in the Phase 1 of the study:

• determine whether or not the nation has an ICT policy in place to guide its
educational system;
• take inventory of different types of ICT usage and describe the state of ICT
connectivity, and infrastructure in the nation’s educational institutions;

• describe how teachers are given pre-service and in-service training in ICT usage
for educational purposes;

• examine gender equity in ICT usage, access and training opportunities;

• identify teachers’ professional development needs in ICT usage for educational

purposes;

• document the role of principals, administrative personnel, educators, and the

community in ICT integration;

• appraise how the use of ICT applications has influenced classroom practice and
students’ learning;

• identify successes and challenges of ICT usage in the nation’s educational

institutions.

Availability of national policy on ICT

Ghana has developed a national framework on which the deployment of ICTs in

the education sector is to be based. This framework is contained in the Information
Communications Technology for Accelerated Development (ICT4AD) document
(Republic of Ghana, 2003). The ICT4AD policy seeks to provide a framework in
which information and communication technologies will be used to transform the
educational sector, allowing all Ghanaians to pursue quality lifelong learning
opportunities regardless of their geographical location.

The policy is an ambitious plan requiring technology expertise, infrastructure, and

commitment on the part of politicians, educational administrators and educators to
implement. The policy identified the Ministry of Education, Science and Sports,
the universities, polytechnics, colleges of education, and research institutions, as
well as local and foreign educational and training provision organizations
(multilateral institutions and Non-Governmental Organization) as the key
implementation agencies, players, and stakeholders. The Ministry of Education is
in the process of developing a new ‘ICT in Education Policy’ (MOE, 2006) to
replace the one developed in 2003 in order to outline strategies and implementation
procedures and modules that would guide the development and deployment of ICT
across the educational system.

Types of ICT use by educators and learners

At the pre-tertiary level, Core ICT instructors and, to a limited extent, Science
teachers reported using ICT for teaching and learning purposes. The ICT
instructors used the Microsoft Office suite, Encarta Encyclopedia, the Internet, and
typing software in their instructional activities. In all the pre-tertiary institutions
under the study, teachers who claimed they used ICT for teaching and learning did
not use same for lesson delivery because the computer laboratories were not
equipped with digital projectors and other presentation equipment. The few
teachers who reported using ICT in instruction to a limited scale were mathematics
graduates from UEW. These were mostly the Core ICT instructors. Almost all
other teachers do not use ICT for teaching and learning at the pre-tertiary schools.

At the UEW, however, ICT literate educators use the Internet for searching for
teaching and learning materials which they integrate in their lessons. They also use
the Microsoft word processor for preparing lesson plans, typing examination
papers, and lesson notes. Most ICT users use PowerPoint and digital projectors for
lesson delivery in their classrooms.

Some use Yahoo Messenger, and Skype to communicate with their learners on a
regular basis, but cell phones remain the most common media for communication
with students because most students do not have reliable access to the Internet.
Educators (majority of faculty members) use online student information system to
record students’ grades.

In the pre-tertiary institutions, almost all the ICT teachers indicated that the
Internet has been a main source of teaching and learning materials, which they
used for their lesson planning. In the UEW, faculty stated that the use of ICT has
enhanced the quality of lesson preparation, delivery and assessment. They claimed
that the use of the Internet to get new ideas to incorporate in lessons has enriched
the content of their instruction.

At the pre-tertiary level, the common types of ICT used by learners are computers,
CDs and mobile phones. The major type of ICT use by the learners is for purposes
of word processing. Students learn to type their pieces of work given as assignment
in ICT lessons, but have no opportunity to print out hard copies due to lack of
printers. In two of the pre-tertiary schools, students use Mavis Beacon typing
software to practice their typing skills. They also use Microsoft Encarta
encyclopedia for learning spelling and grammar, and search for information about
their subject area content.

ICT training in pre-service teacher education programmes

At the pre-tertiary levels, teachers are not trained to use ICT for teaching and
learning, though the new curricula required that teachers integrate ICT into
instruction across the curriculum. Visits to, and interviews with, teachers in some
of the colleges of education revealed that the colleges of education were doing
little to equip trainees with skills necessary to integrate ICT into teaching during
their pre-service teacher training programmes. This study has also shown that the
teaching universities are not doing much in this regard.

Only one department in the UEW is offering a programme which trains teachers to
teach computer education in secondary schools - the Department of ICT Education
at the Kumasi Campus. This department enrolls less than 5% of the university’s
students. The remaining 95% of the students enrolled by the university take only
an introduction course in ICT in order to acquire basic computer literacy skills.
This is a general course offered to all students at Level 100 to acquaint them with
technology applications commonly found in educational settings. Students are
taught basic skills in word processing, spreadsheets, PowerPoint, web quest and
how to preview educational software. In addition, the course exposes students to
ways of using the computer to enhance classroom instruction, communication and
classroom management. This is done in computer laboratories across the
universities campuses. Presently the Winneba campus has six labs with a total
capacity of over 500 networked computers for students work.

In addition to the general course in ICT taken by all students at Level 100, certain
departments offer additional course(s) that require the further use of the computer
labs. The students in the Department of Mathematics Education take a 3-credit
hour course in ICT each semester and therefore are adequately exposed to teach
using ICT. Also students offering Art Education take an ICT course in Graphic
Design and Technology and those in Music Education Department take ICT course
in Music Technology, which is used for composition.

It can be concluded that over 95% the UEW students, like the trainees in the
colleges of education, are not experiencing programmes that will offer them
adequate opportunities to develop their pedagogical skills in integrating ICT. This
observation had been confrmed by a recent study by the ‘ICT in Education
Programmes Unit’ of the Ministry of Education (MOE) which recommended that
the ICT teacher-training syllabi/courses of the colleges of education and the
teacher training universities need to be reviewed to ensure that graduates possess
the necessary skills needed to support ICT as a subject (core and elective) or use
ICT as a means of integration (MOE, 2009).

ICT training in in-service teacher education programmes

The Ghana Education Service is expected to provide ICT in-service training that
would empower teachers to effectively use ICT in teaching and learning, but as at
the time of collecting the data no such training had taken place. However, at the
pre-tertiary level, predominantly the Core ICT teachers reported to have
participated in continuing professional development activities that did not exceed
50 hours and included ICT integration. These constitute about 10% of educators,
meaning; about 90% of pre-tertiary educators are yet to receive ICT related
professional training. None of the educators reported to have participated in
continuing professional development activities that exceeded 50 hours and
included ICT integration. At the teacher education universities, there were reports
of planned school-based in-service training or professional development activities
involving ICT.

At UEW most of the faculty had participated in ICT workshops organized by the
university to equip staff with basic skills and knowledge in ICT literacy,
information management, and to limited extent, to ICT integration across the
university curriculum. About 90% of educators reported to have participated in
continuing professional development activities that did not exceed 50 hours and
included ICT integration. For continuing professional development activities
beyond 50 hours, only 3% reported to have participated in such activities. This
means that even at the tertiary level, there is still a lot to be done to empower
educators for effective ICT integration across the curriculum.

One thing that is being done to address the situation is the university’s Center for
Continuing Education programme that gives orientation to newly recruited
university faculty. This programme envisages, among other things, to train new
faculty to design, develop, and deliver online courses.

Impact of ICT use on teaching and learning

The responses from some of the educators and learners involved in the study point
to a positive impact of ICT applications on students’ access to knowledge. Some of
the students interviewed stated that the use of ICT had equipped them with skills to
search for information (from CD-ROMs or Internet) and this had helped them gain
more knowledge of some of the things they study in many subjects, increasing
their confidence in making contributions during class discussions. They also stated
that the use of computer illustrations had helped them in understanding abstract
ideas and concepts and the “Mavis Beacon Typing” software had made it easier,
cheaper, and quicker for them to learn how to type.

The ICT instructors interviewed did not only confirm that ICT had been helpful in
increasing the students’ information search skills, but also added that the
grammatical and typographical errors in their completed assignments had reduced
because of the ability to use the spell and grammar check functions of the word
processing program on the computer.

At the UEW, students used the Internet for searching for information, downloading
driver software for repairs, and for communication with lecturers and friends. A
few also used Microsoft Word for producing their assignments.

The challenges to the use of ICT by educators and learners

• Limited number of computers available in the schools and computer labs

• Unreliable power supply,

• Network related challenges - lack of connectivity, frequent internet

breakdown/disruptions, high down-time of equipment,
• Frequent breakdown of computers

• Lack of interest from some of the students in the use of the computers in the
teaching-learning process. This is due to the fact that two or more students have to
share one computer during lessons.

• Poor knowledge in the use of ICT in the teaching-learning process

• Lack of Internet connectivity in most of the schools. This makes it impossible to

access information on the web.

• Lack of resources like LCD projectors and specialized computer software for
teaching the various subjects.

• Poor maintenance of the existing machines

• Lack of interest of some of the heads of institutions and school management in

ICT integration.

• The lack of administrative support and incentives for innovative faculty who
integrate ICT into their instructional activities and for their students’ learning.

In addition to the above challenges are the following:

• poor maintenance of the existing machines;

• low speed of PCs and low storage capacity at the pre-tertiary levels,

• limited access time, lab not opened at weekends and after classes,

• limited technical support

• the inadequacy of the core ICT in meeting students’ ICT literacy requirements.

Gender equity in access to ICT, ICT usage and access to ICT training
opportunities

In Ghana, and many African countries, it appears ICT use is a male dominated job
and some ICT relates jobs that were initially occupied by women have been taken
over by men. Since women’s limited access to ICT would certainly result in
negative educational and economic outcomes, a major concern of this study is to
examine ICT and gender related issues. This is because the little research that
exists in sub-Saharan Africa focus on the barriers to women’s access and use of
ICT but does not explore the nature of the women’s ICT expertise and usage
(University of Montreal, 2006).

At both the tertiary and the pre-tertiary levels male educators and learners in each
institution outnumber the females. Overall, about 25% or less of the educators in
the institutions are females, while about 40% or less of the learners are females.
Generally, it was observed that the people in charge of the computer labs and
information processing rooms in the institutions’ ad-ministration were all men.
Women were rarely assigned ICT monitoring or teaching duties.

Though no differences were observed at the pre-tertiary level in the amount of time
male and female learners use of ICT for academic purposes, a wide proportional
gap of 0.56 was observed for learners at the tertiary level. That is, at the tertiary
level (i.e. UEW), the average ICT usage (hours per week) for academic purposes
among the males learners was about twice that of the females (average of 19 hours
per week for female and 34 hours per week for male).

For the educators, not much difference was observed in the amount of time male
and female learners use ICT for academic purposes at the pre-tertiary level, since
the technology is generally not being used across the curriculum.

However, at the tertiary level, male educators average ICT usage (hours per week)
for academic purposes was three times that of the female educators (average of 8
hours per week for female and 24 hours per week for male). At the pre-tertiary
level, very few (i.e. under 5%) of the female educators had participated in
continuing professional development activities that did not exceed 50 hours and
included ICT integration.

None of the female educators reported to have participated in continuing

professional development activities that exceeded 50 hours and included ICT
integration. This means, that the GES has a lot to do at the pre-tertiary level to
ensure gender equity in ICT usage and integration across the curriculum.

At the tertiary level, almost all the female educators reported to have participated
in continuing professional development activities that did not exceed 50 hours and
included ICT integration, but none for continuing professional development
activities beyond 50 hours. This means that even at the tertiary level, there is still a
lot to be done to empower educators for effective

Challenges and successes

In Ghana the national curricula for the various subjects contain policy statements
about the use of ICT in teaching and learning. But the limitations imposed by
inadequate number of computers in institutions and lack of internet connectivity
pose a major challenge to the implementation of the policy to integrate ICT into
teaching and learning.

The major success is that despite the inadequacies, majority of institutions have
some computers and some forms of computer laboratories where teaching of ICT
takes place. Also, each institution had ICT instructor(s) who help in teaching the
ICT course. Generally, it is only the ICT course that is taught in the schools using
ICT facilities. Despite the limited ICT resources, some students showed
tremendous interest in using ICT in their schools. Where there is internet
connectivity, both educators and learners were able to obtain information from the
World Wide Web on the subject matter of their courses.

Indications are also that ICT is used in typing examination questions and in some
cases educators use ICT in processing students’ examination results.

Realizing the importance of ICT, some educators seek training or further training
in the use of the computer. Furthermore, tutors who use ICT in teaching have
realized that their ability to evaluate lessons has improved. Most lecturers who
were enthusiastic about using ICT in teaching and learning have purchased their
own laptops, which they use in their classrooms and seminar presentations.

Conclusion

The ratio of students (and educators) to computers per institution is be very high.
At the SHS level there is an average of about 30 students to a computer and 50
students to a computer at the tertiary level. Similarly, at the SHS level there is an
average of about 3 educators to a computer and 1 educator to a computer at the
tertiary level. In view of the limited ICT facilities that are available in the
institutions and the fact that in most subjects teachers do not use ICT in their
instructional activities, the managers, educators and learners involved in the study
could not say much about the impact of ICT applications on work in the various
institutions. That is, very little evidence was available to conclude on
improvements in administration, classroom practice and students’ academic
outcomes due to the use of ICT.

References

CRDD - Curriculum Research and Development Division (2007a) Teaching

Syllabus for Information and Communications Technology (Core): Senior High
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CRDD - Curriculum Research and Development Division (2007b) Teaching

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CRDD - Curriculum Research and Development Division (2007c) Teaching

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