The State of ICT Integration in the Early Years in Ghana Schools
Open accessAbstract
This study investigated the status of ICT use in early childhood education in Ghana.It explored the availability of some technological resources in two hundred and fifty (250) schools from three regions in Ghana.It was also to understand the current state of technology integration in the early childhood classrooms.Each participant was conveniently selected from each school for the study.Participants responded to a Researchermade questionnaire which sought to find out the type (s) of technological resources available as well as teachers' background in ICT.Fifty (50) out of the (250) participants were selected purposively and interviewed.The study revealed that the integration of ICT in Ghana's early years' classrooms is not encouraging especially in the public schools.The computer was identified as the most used technological resource available in the various schools.Though the findings suggest the participants hold a positive perspective of the importance of ICT integration in the early years, 60% of participants teaching at the early years have no knowledge in ICT and 67% of them do not integrate it in their teaching.It is recommended that pre service teachers and teachers be purposively trained on the use and integration of ICT in teaching.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
A separate Ghanaian study reported that 60% of early-years ICT teachers knew about ICT, but 67% of teachers did not use ICT in instruction.
“Another study in Ghana found that 60% of the respondents teaching ICT in the early years of school had knowledge about ICT, and 67% of the teachers did not integrate ICT in their teaching (Asante, 2014).”
From "I'm not against online teaching, but what about us?": ICT in Ghana post Covid-19 (2021) · cites this paper as Asante, 2014
The Abstract reports that 67% of participants did not integrate ICT into their teaching, supporting that part of the claim. But it says 60% of early-years teachers had no knowledge of ICT—the opposite of the citing sentence’s assertion that 60% had knowledge. (LLM, conf=0.92)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
No references could be resolved yet.
Research works printed but not linked: 16
- Essuman, S. O. & Appiah-Boateng, P. (2013). Faculty and Students Collaboration in an online courseware development: Lessons and challenges. Conference Paper presented at the e-Learning Innovations Conference & Expo, Nairobi, Kenya. 25 th - 30 th July, 2013.
- Amenyedzi, F. W. K., Lartey, M. N. & Dzomeku, M. B. (2011). The Use of Computers and Internet as supplementary source of Educational material: A case study of the Senior High Schools in the Tema Metropolis in Ghana. Contemporary Educational Technology, 2(2), 151-162.
- New Zealand Council for Educational Research (2004). The Role and Potential of ICT in Early Childhood Education. A Review of New Zealand and International Literature. Wellington.
- Bolstad R. (2004) The Role and Potential of ICT in Early Childhood Education: A Review of New Zealand and International Literature. New Zealand Council For Educational Research, Wellington.
- Siraj-Blatchford, J., Whitebread, D. (2003). Supporting Information and Communication Technology in the Early Years. Supporting Early Learning. Open University Press, UK.
- Hayes, M., Whitebread, D. (eds.) (2006). ICT in the Early Years. Open University Press, England. ICT in Pre-School: A 'Benign Addition'? (2002) A review of the literature on ICT in pre-school settings. Learning and Teaching Scotland, Early Education Support.
- Byron, T. (2008). Safer Children in a Digital World. The Report of the Byron Review. Department for Children, Schools and Families Publications, Sherwood Park, UK.
- Cordes, C., & Miller, E. (Eds.). (2000). Fool's gold: A critical look at computers in childhood. College Park, Maryland: Alliance for Childhood.
- Yelland, N. J. (1999). Technology as Play, Early Childhood Education Journal, 26 (4): 217-25.
- Wang, C. & Hoot, J. (2006). Information and communication technology in early childhood education. Early Education and Development, 17(3), 317-322.
- Chen, D. & Couse, L. (2009). Exploring the viability of tablet computers in early education: Considering the principles of Developmentally Appropriate Practice. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 3251-3254). Chesapeake, VA: AACE. Retrieved May 8, 2014 from http://www.editlib.org/p/31147.
- Papert, S. (1996). The Connected Family: Bridging the digital generation gap. Atlanta, Georgia. Longstreet Press.
- Ching, C. C., Wang, X. C., Shih, M., & Kedem, Y. (2006). Digital photography and journals in a kindergarten -first-grade classroom: Toward meaningful technology integration in early childhood education. Early Education and Development, 17(3), 347-371.
- Seng, S. (1998, November). Enhanced learning: Computers and early childhood education. Paper presented at the Educational Research Association Conference, Singapore. (ERIC Document Reproduction Service No. ED 431 524)
- Haugland, S. W. (1999). What role should technology play in young children's learning? Part 1. Young Children 54(6):26-31.
- Ndiritu AW, Mburu D, Kimani G. "ICT integration in Early Childhood Development teacher training Curriculum: Need to start from the beginning." In: 3 rd KIE Education symposium. KENYA INSTITUTE OF EDUCATION; 2013
Cited by
Sorted by citations
"I'm not against online teaching, but what about us?": ICT in Ghana post Covid-19
Adarkwah, M. A. (2021) · Education and Information Technologies · doi:10.1007/s10639-020-10331-z · Cited by 416 · see citing works
“Another study in Ghana found that 60% of the respondents teaching ICT in the early years of school had knowledge about ICT, and 67% of the teachers did not integrate ICT in their teaching (Asante, 2014).”
Background
- Authors
- Asante, J. N.
- Affiliations
- University of Education, Winneba (GH)
- Corresponding author
- Asante, Joyce Nsiah
- Venue
- Literacy Information and Computer Education Journal
- Publisher
- Infonomics Society
- Published
- 2014-03-01
- Volume
- Special 3
- Issue
- 1
- Pages
- 1750-1757
- ISSN
- 2040-2589 (ISSN-L)
- OpenAlex
- W2510267419
- Cited by
- 6
- References
- 0
- Citations by year
- 2026: 1 · 2022: 1 · 2021: 2 · 2020: 1 · 2019: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Literacy Information and Computer Education Journal (publishedVersion)
- Topics
- Social Sciences › Education › Education and Technology Integration
- Physical Sciences › Computer Science › Information Systems › Educational Management and Quality
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Keywords
- ICT integration, early childhood education, technological resources, teacher ICT knowledge, initial teacher education, public schools, Ghana
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
