Teachers’ use of information and communication technology tools to facilitate teaching in early childhood centres in the Gomoa Central District

Abstract

Despite growing emphasis on ICT integration in education, limited understanding exists regarding how early childhood teachers view and use ICT tools in their instructional practices in rural Ghanaian contexts, particularly within resource-constrained environments where infrastructural and sociocultural barriers may impede effective adoption. This study explored teachers‘ use of Information and Communication Technology (ICT) tools to support teaching and learning in Early Childhood Centres in the Gomoa Central District. The study employed qualitative research approach with a case study design guided by the Interpretivists‘ paradigm. Data were collected with the help of a semi-structured interview guide and structured observation checklist. The study employed purposive sampling technique to select 20 participants for in-depth interviews. Data from the field were analysed using thematic analysis. The research explored four key objectives: teachers' views on ICT integration, available ICT tools for instruction, implementation challenges, and existing support systems for effective use. Findings revealed that the teachers view the use of ICT for instructional purposes as beneficial, leading to significant improvements in learner engagement, particularly in literacy, numeracy, and science subjects. However, their experiences were complicated by unreliable electricity supply, alongside sociocultural tensions where parents perceived digital learning as mere entertainment. Smartphones and tablet emerged as the most commonly used ICT tools with radio-based learning resources in the local Fantse language. The study identified challenges spanning inadequate ICT infrastructure, unreliable electricity, limited ongoing professional development for teachers, while highlighting teachers' remarkable resourcefulness in creating informal support networks. The study recommends developing practical digital literacy training programmes, prioritising procurement of affordable portable devices, and institutionalising professional development that blends formal training with peer support networks to enhance effective ICT integration in early childhood education.