Utilization of Information and Communication Technology in Teaching and Learning at the Primary School Level: A Developing Country Perspective

Sophia Ruth Morrison, Paul Nyagorme, Albert Arthur Qua-Enoo


The study was conducted to assess the usage of Information Communication and Technology (ICT) in teaching and learning in primary schools within the OLA Circuit of the Cape Coast Metropolis. Again, the study was done to find out the availability of ICT facilities, efficient and accessible this infrastructure and challenges of integration. The study was carried out in five Government (Public) schools within the OLA Circuit in Cape Coast, Ghana. Descriptive survey was conducted using questionnaires to collect data on 50 teachers. Descriptive and inferential statistical tools such as frequency, correlation and linear regression were used to analyse the data.  The findings indicated that teachers teaching in the primary schools were willing to use ICT for their teaching but due to some challenges of inadequate facilities such as computer laboratory, electricity, projectors, scanners, printers and inadequate computer technicians hindering seamless integration of ICT in their teaching and learning. Also, the study showed that teachers had positive perceptions on the benefit of ICT on their teaching. Furthermore, most teachers requested for training in ICT, support services for technology, sufficient software to help sustain their interest in teaching and learning of the subject. It was recommended that technology and technical support unit should be instituted in the various schools to handle technology integration challenges and provide rapid responses to teachers’ technological needs.

Keywords: Digital divide, E-learning, ICT, ICT Competence, ICT Technology

DOI: 10.7176/JEP/11-33-18

Publication date: November 30th 2020

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