Teachers worldwide are encouraged to use technology as a pedagogical tool to create a stimulating, interactive and innovative the classroom environment. It is believed that integrating technology into the classroom will help students become digitally competent citizens fully prepared to cope with the complexities of the current competitive global knowledge economy. Despite the widespread recognition of the potential of technology in the classroom, research have shown that teacher acceptance rates and the use of technology as a pedagogical tool, particularly in developing countries, still fall short of global expectations. For example, in support of the global campaign to facilitate the development of technology in education, Ghana introduced an ICT education policy in 2008 to guide how technology should be disseminated in the education sector. The goal is to harness the power of technology to improve the standard of education in which Ghanaian graduates would have the requisite knowledge and skills needed to function effectively in today’s modern knowledge society. Since then, the successive governments and education stakeholders both local and international continue to pay due attention to technology development in education in Ghana. Therefore, Ghanaian teachers are expected to go beyond traditional teaching practices and utilize the full potential of digital technologies to enhance the quality of teaching and learning experiences. Unfortunately, this expectation has not yet been fulfilled. The empirical studies and the available literature show that the effective pedagogical use of digital technologies in schools remains a challenge.

Author: Seth Kwadwo Antwi

Published in: Canada International Conference on Education, 2023

• Date of Conference: 26-28 June, 2023
• DOI: 10.20533/CICE.2023.0030
• Electronic ISBN: 978-1-913572-58-7
• Conference Location: Residence and Conference Centre, Toronto, Canada