Teacher’s Perceived Usefulness of ICT: The Case of Standard-Based Curriculum Implementation in Ghanaian Basic Schools

Abstract

Purpose: The main aim of this study is to explore and evaluate the implementation of ICT in SBC in Ghanaian JHS with a focus on ICT integration as a pedagogical tool. The study aims to assess the resources available for implementing ICT as a pedagogical tool in Ghanaian JHS, the level of readiness and perceived ICT skills of teachers for the implementation of the SBC, the effectiveness of ICT in SBC for enhancing teaching and learning experiences, and the challenges of implementing/integrating ICT in an SBC for teaching and learning in Ghanaian JHS. Theory: Technology Acceptance Model (TAM) Method: The study employed a qualitative research method: semi-structured interview, and thematic analysis for data collection and analysis. Results: The study found that while basic technological devices, such as projectors and laptops, were available, they were insufficient. Teachers recognize ICT as a powerful tool for enhancing educational outcomes, however, its successful integration in teaching and learning heavily depends on teachers' ability to adapt their instructional practices to these new technologies. Teachers' readiness and perceived ICT skills are key for implementing ICT-SBC, yet teachers require training to develop specific skills to incorporate ICT into the curriculum. Additionally, unreliable electricity, inadequate professional development, limited budgetary allocation, insufficient technological and instructional resources, and poor internet connectivity were the barriers to implementing ICT in schools.