ASSESSING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) INTEGRATION INTO THE CURRICULUM OF GHANAIAN PRE-TERTIARY SCHOOLS: A CASE STUDY OF SAGNERIGU MUNICIPALITY

Abstract

Drawing on the COVID-19 pandemic lockdown experience, higher education institutions in Ghana invested in and are deriving strategies to fully utilise the Online Teaching and Learning platform. However, these strategies will not be successful if ICT is not fully integrated into the school curriculum. In Ghana, efforts have been made by different governments through policies and other initiatives to ensure the full integration of Information and Communication Technology (ICT) into the school curriculum. This research focuses on the integration in pre-tertiary institutions within the Sagnerigu Municipality. Questionnaires administered via an online survey were used to collect data from randomly selected respondents who were students and teachers in pre-tertiary schools in Sagnerigu Municipality, Northern Region, Ghana. The research findings revealed that there are some barriers to effective ICT integration, including inadequate computers, inadequate network connectivity and lack of school level ICT policies. It was also revealed that apart from ICT being taught as a subject in the schools, not much is done to ensure the use of ICT in teaching other subjects. Massive infrastructural development and technical and professional training of teachers are recommended to improve the situation at the pre-tertiary schools in Ghana