Critical Factors That Shape the Pedagogical Integration of ICT in Technology-Rich Senior High Schools
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| Title: | Critical Factors That Shape the Pedagogical Integration of ICT in Technology-Rich Senior High Schools |
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| Language: | English |
| Authors: | Blessing Momoh (ORCID |
| Source: | International Journal of Technology in Education and Science. 2026 10(2):311-327. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, High Schools, Computer Uses in Education, Technology Integration, High School Teachers, Cognitive Style, Educational Needs, Usability, Teacher Motivation, Incentives, Barriers, Public Schools, Private Schools, High School Students |
| Geographic Terms: | Ghana |
| ISSN: | 2651-5369 |
| Abstract: | The common belief is that providing technological tools and equipment leads to the pedagogical integration of ICT in schools. This study tested this idea by examining key factors and contextual barriers that influence how ICT is integrated pedagogically in technology-rich Senior High Schools in Ghana. Using a cross-sectional survey design, data were collected from 103 teachers in both public and private SHSs with modern ICT infrastructure. The study investigated important factors such as learning styles and needs, teacher motivation and incentives, teachers' perceived ease of use of technology, and ICT infrastructure. A multiple regression analysis revealed that teacher motivation/incentives and ICT infrastructure are significant predictors of the level of pedagogical ICT integration. These factors together explain 59.1% of the variation in ICT integration, while perceived ease of use and learning styles/needs were not significant predictors. Despite the availability of ICT resources, teachers highlighted contextual challenges, including a lack of technical skills, misalignment of technology with curriculum goals, difficulties in shifting to interactive learning methods, and promoting digital citizenship. These findings demonstrate that resources alone are insufficient; addressing pedagogical and systemic barriers is essential for meaningful ICT integration in SHSs. The implementation of sustainable technology integration in schools requires establishing policies which promote ICT-enhanced teaching methods, professional development and teacher motivation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506268 |
| Database: | ERIC |
| Abstract: | The common belief is that providing technological tools and equipment leads to the pedagogical integration of ICT in schools. This study tested this idea by examining key factors and contextual barriers that influence how ICT is integrated pedagogically in technology-rich Senior High Schools in Ghana. Using a cross-sectional survey design, data were collected from 103 teachers in both public and private SHSs with modern ICT infrastructure. The study investigated important factors such as learning styles and needs, teacher motivation and incentives, teachers' perceived ease of use of technology, and ICT infrastructure. A multiple regression analysis revealed that teacher motivation/incentives and ICT infrastructure are significant predictors of the level of pedagogical ICT integration. These factors together explain 59.1% of the variation in ICT integration, while perceived ease of use and learning styles/needs were not significant predictors. Despite the availability of ICT resources, teachers highlighted contextual challenges, including a lack of technical skills, misalignment of technology with curriculum goals, difficulties in shifting to interactive learning methods, and promoting digital citizenship. These findings demonstrate that resources alone are insufficient; addressing pedagogical and systemic barriers is essential for meaningful ICT integration in SHSs. The implementation of sustainable technology integration in schools requires establishing policies which promote ICT-enhanced teaching methods, professional development and teacher motivation. |
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| ISSN: | 2651-5369 |
