Integration of Digital Tools into Teaching and Learning: Challenges and Opportunities in Ghanaian Teacher Training Institutions

• In Event: Digital Learning Modalities

Proposal

The government of Ghana introduced a series of curriculum reforms in 2018 aimed at improving the quality of teaching and learning experiences across all levels of education. One of the central themes of these reforms is the introduction of digital tools, with a strong emphasis on their integration into the teaching and learning processes. The reform seeks to reshape the traditional teaching and learning landscape by leveraging technology to enhance instructional practices. Colleges of Education in Ghana embraced this transformation, recognizing the potential to revolutionize teaching and learning to effectively prepare future teachers to utilize digital tools in their practices. A study assessed the opportunities and challenges of introducing digital tools in all 46 Colleges of Education across Ghana. The study employed a mixed-method approach, gathering data from school leadership, teachers, and learners within these institutions. The results revealed that integrating digital tools has profoundly impacted teaching and learning. The findings indicate that digital tools have significantly increased access to information, facilitated more personalized learning experiences, and improved teacher-learner engagement. However, the research also uncovered several challenges, including the persistence of a digital divide, the need for enhanced digital literacy among teachers and learners, and concerns regarding data privacy and the potential adverse effects of prolonged screen time. This article shares the comprehensive research examining teachers' experiences with this digital integration in preparing new teachers in Ghana after many years of implementation. It is argued that while digital technology offers significant advantages in the educational sector, its implementation must be carefully managed to ensure that it enhances rather than detracts from the teaching and learning experiences.

Authors

• Solomon Akwasi Addae-Boahene, T-TEL

• Ebenezer Owusu-Sekyere, University for Development Studies, Ghana