Factors that Influence Teachers’ Pedagogical Use of ICT in Secondary Schools: A Case of Ghana

Abstract

Technology is perceived as a vital driving force for contemporary education. TheGovernment of Ghana acknowledges the relevance of Information and CommunicationTechnology (ICT) in education, and it is financing ICT in secondary schools. However, mostinstructors are unwilling to integrate ICT into their teaching. Therefore, the purpose ofthis study was to investigate the factors that influence secondary school teachers’ ICTusage in schools. The participants were 376 teachers randomly selected from 24 publicand private schools. The data collected from the participants were analyzed by usingdescriptive statistics and analysis of variance. The results showed that teachers’ use ofICT was still confined to basic and traditional activities such as search for information,class presentation etc. Internal and external factors were found to influence teachers’ ICTusage. Also, female teachers reported that they use ICT more than male teachers. Ingeneral, this study has contributed to the literature regarding teachers’ pedagogical useof ICT in secondary schools and also their gender differences in the use of ICT.