Teachers’ beliefs about technology integration in Ghana: a qualitative study of teachers’, headteachers’ and education officials’ perceptions

Abstract With increasing policy interest in improving educational outcomes, technology integration has become a requirement Ghana’s education system, albeit with minimal impact on student learning. Several studies focus identifying barriers to effective but pay scant consideration the deeper reasons why teachers use technology. This qualitative study aimed explore underlying beliefs that shape teachers’ decision-making and thinking regarding integration. The used open-ended questions interviews five officials, twenty teachers, headteachers, an ‘ICT Pedagogical Beliefs Classification Framework’ as lens for interpreting categorising teacher beliefs. Thematic analysis of findings revealed four main beliefs: productivity tools teaching lesson preparation; developing students’ ICT skills; meeting curriculum expectations, engaging students authentic teaching. Evidently, are enthusiastic about using technology, their indicate they view primarily tool supplement existing practices, which value. Findings most espouse teacher-centred beliefs, implying need transformative professional development enables change embrace pedagogical can facilitate constructive pedagogy deep