The Challenges Facing the Integration of ICT in Ghanaian Educational System: A Systematic Review of Literature

Abstract

This paper uses a configurative synthesis approach to systematic reviews of qualitative secondary data to examine the challenges facing the integration of Information and Communication Technology (ICT) in the Ghanaian educational system. Search of published journal articles and books was done through google.com and Ask.com search engines. This was done around keywords emanating from the research topic. A total of 112 publications stored in Research Gate, Sage, Routledge, ERIC, IISTE, and Springer databases were accessed through the search. Twenty-four (24) publications dated between 2007 and 2020 were selected for an in-depth analysis based on their relevance to the current study and their consistency in addressing its research questions. Literature available suggests that many studies have been conducted on the use of ICT/computers in education in Ghana and have come out with diverse findings. The study found out that the use of ICT/computers in education in Ghana was championed by the government of Ghanaand implemented through its 2003 ICT for Accelerated Development (ICT4AD) policy. It was revealed that the use of ICT/computers in education could improve the Ghanaian educational system significantly. Thus, the government of Ghana made a lot of investment towards effectively integrating ICT/computers in education in Ghana. However, it was discovered that the lack of ICT infrastructure, high cost of computers and other technologies, poor internet connectivity, intermittent power fluctuations, and teachers' inadequate knowledge or technical know-how in using ICT tools in teaching were the challenges associated with the integration of ICT/computers in education in Ghana. The study then recommended that the government of Ghana should invest more in the education sector to improve access to ICT/computers education in Ghanaian schools by equipping schools nationwide with the needed ICT infrastructure and computer laboratories. Also, teachers should be given ICT/computer training to equip them with the skills and knowledge to effectively use ICT in school.