Effects of ICT-Focused Professional Development on Teaching Methods and Student Achievement in Ghanaian Teacher Educational Institutions: A Systematic Review

Share:

Article / Journal

Author(s) / editor(s):
Albert Armah , Betty Addikour Buer , Ernest Okoampah , Samuel Asare

Year: 2026

Keywords: ICT integration, teacher education, professional development, Ghana, TPACK, SAMR, student-centred learning, digital literacy, educational policy
Language(s): English

Abstract:
This study analyses ICT integration in teacher education in Ghana, focusing on professional development in Colleges of Education. Using frameworks like TPACK and SAMR, it shows that sustained, context-sensitive training can improve teachers’ technical and pedagogical skills, foster student‑centred and inquiry‑based practices, and enhance digital literacy, while highlighting persistent barriers such as infrastructure, funding gaps, weak institutional support, and socio‑cultural constraints. It recommends systemic, policy‑aligned strategies that combine technical, pedagogical, and affective dimensions to achieve lasting change in classroom culture and student outcomes.

https://www.scirp.org/journal/ce

Post created by: Virginia Signorini

Back to overview