Context matters: exploring teacher and learner contexts in ICT integration in slum public basic schools in Ghana

Abstract

This study examined the impact of contextual factors on the integration of Information and Communication Technology (ICT) in public basic schools located in slums in Ghana. By adopting a positivist worldview and utilizing the TPACK (Technological Pedagogical Content Knowledge) framework as a theoretical lens, this research employs a quantitative approach, administering questionnaires to 379 learners and 179 teachers. Through regression analysis, the study uncovers significant relationships between contextual factors and key aspects of ICT integration, namely, teacher ICT beliefs, teacher ICT use, and learner ICT use. The findings highlight the significance of contextual factors, encompassing elements such as school resources, infrastructure, professional development opportunities, community attitudes, and socio-economic realities, in shaping the landscape of ICT integration within these disadvantaged settings. These results challenge the oversimplification of resource provision as the sole driver of successful technology use and emphasize the need for a comprehensive approach that acknowledges the profound influence of context. Consequently, this study concludes that effective integration of ICT in slum schools requires moving beyond generic solutions and embracing strategies tailored to the specific context.

Keywords:

• Contextual factors
• TPACK
• ICT beliefs
• teacher ICT use
• slum public schools

Reviewing Editor:

• Andy Hung, Boise State University, United States

Subjects:

• Teaching & Learning
• Study Skills
• Teachers & Teacher Education
• Primary/Elementary Education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Issah Baako

Issah Baako is a final year student of PhD in ICT Education in the Department of Teacher Education in the Kwame Nkrumah University of Science and Technology in Kumasi, Ghana. He is also the Coordinator for Research and Publications in the Bagabaga College of Education, Tamale, Ghana. He teaches ICT in Education related courses in the Department of Mathematics and ICT in the same college. His research areas are ICT integration in Education, teacher technology self-efficacy and social media in education.

W. K. Abroampa

Winston Kwame Abroampa is an Associate Professor of Curriculum Development and Early Childhood Education and the Dean of the Faculty of Educational Studies of the Kwame Nkrumah University of Science and Technology in Kumasi, Ghana. His research areas focus on curriculum implementation, teacher efficacy, early childhood curriculum and learner proficiency.