How Are Basic School Teachers in Ghana Improvising ICT Integration? Implications for the Implementation of the Standard-Based Curriculum

Year 2025, Volume: 14 Issue: 2, 119 - 138, 31.08.2025

Winston Kwame Abroampa Daniel Amadiok , Maxwell Kwesi Nyatsikor Prince Edem Dzakpasu

Abstract

The inadequacy of technological resources in Ghanaian basic schools compels teachers to improvise ICT tools and resources to implement the standards-based curriculum. However, how teachers adapt these resources to meet curriculum mandates remains unclear. Therefore, this study adopted a critical realist paradigm and a multi-case study design to examine how basic school teachers improvise ICTs to implement the standards-based curriculum. The narration data were triangulated with classroom observation data and thematically analysed using MAXQDA 2020 software. The findings revealed that most teachers use their personal laptops and smartphones to teach various subjects. Additionally, when original ICT tools are unavailable, teachers often improvise with low-cost materials. Only a few teachers leverage open-source software, online resources, or mobile applications to enhance teaching and learning in the absence of advanced ICT tools. The findings were more prominent in rural schools. The study suggests that more technological resources should be provided to schools. Furthermore, teachers should receive training on innovative improvisation strategies and the effective use of open-source software and online resources to facilitate learning.

Keywords

ICT integration , Improvisation , Standards-based curriculum , multi-case study design , Basic schools

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