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Stuck in Neutral: Why Technology Hasn’t Made Major Inroads Into Education in Ghana
Abstract
The chapter analyses some of the formal documents that led to integrating Information and Communication Technology (ICT) into the educational system in Ghana. These documents include Ghanaian government policy documents as well as international organisations’ research works on ICT in Ghana and other African countries. Most of the documents have the vision to revolutionize existing knowledge base of the Ghanaian society through the deployment and use of ICT by all sectors of the society, including education. The chapter demonstrates that Ghana government ICT policies are not classroom-integration oriented, but rather politically motivated. Further, not enough interventions have been introduced to move teachers away from the traditional ‘chalk-and-talk’ approach to teaching. Thus, all the flamboyant ideas of introducing ‘one child one laptop’ policy do not ensure the integration of technology into education and its use for teaching and learning purposes. It is suggested that training of classroom teachers to integrate ICT into learning is the way forward.
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