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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
Language: English
Authors: Blessing Momoh (ORCID 0009-0001-7823-7476), Wilson Osafo Apeanti (ORCID 0000-0001-9264-5006)
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
FullText Text:
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  Data: Critical Factors That Shape the Pedagogical Integration of ICT in Technology-Rich Senior High Schools
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  Data: <searchLink fieldCode="AR" term="%22Blessing+Momoh%22">Blessing Momoh</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-7823-7476">0009-0001-7823-7476</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wilson+Osafo+Apeanti%22">Wilson Osafo Apeanti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9264-5006">0000-0001-9264-5006</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education+and+Science%22"><i>International Journal of Technology in Education and Science</i></searchLink>. 2026 10(2):311-327.
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  Data: International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 17
        StartPage: 311
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Educational Needs
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      – SubjectFull: Usability
        Type: general
      – SubjectFull: Teacher Motivation
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      – SubjectFull: Incentives
        Type: general
      – SubjectFull: Barriers
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      – SubjectFull: Public Schools
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      – SubjectFull: Private Schools
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      – SubjectFull: High School Students
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      – SubjectFull: Ghana
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      – TitleFull: Critical Factors That Shape the Pedagogical Integration of ICT in Technology-Rich Senior High Schools
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