Teachers' beliefs about technology integration in Ghana: a qualitative study of teachers', headteachers' and education officials' perceptions

With increasing policy interest in improving educational outcomes, technology integration has become a requirement in Ghana's education system, albeit with minimal impact on student learning. Several studies focus on identifying barriers to effective integration but pay scant consideration to the deeper reasons why teachers use technology. This qualitative study aimed to explore the underlying beliefs that shape teachers' decision-making and thinking regarding technology integration. The study used open-ended questions and interviews with five education officials, twenty teachers, and five headteachers, and an 'ICT Pedagogical Beliefs Classification Framework' as a lens for interpreting and categorising teacher beliefs. Thematic analysis of findings revealed four main beliefs: productivity tools for teaching and lesson preparation; developing students' ICT skills; meeting curriculum expectations, and engaging students in authentic teaching. Evidently, teachers are enthusiastic about using technology, but their beliefs indicate that they view technology primarily as a tool for productivity to supplement existing teaching practices, which they value. Findings indicate that most teachers espouse teacher-centred ICT beliefs, implying the need for transformative professional development that enables change in teachers' beliefs to embrace the view of technology as a pedagogical tool that can facilitate constructive pedagogy and deep student learning.

Automated summary

This study explores the underlying beliefs of teachers regarding technology integration in Ghana's education system. The findings reveal that teachers primarily view technology as a tool for productivity and supplementing existing teaching practices. The study highlights the need for transformative professional development to change teachers' beliefs and promote the view of technology as a pedagogical tool for constructive and deep student learning.