Information and communication technology integration in senior high schools in Ghana visual art teachers in Mfantseman Municipality in perspective

Abstract

This study investigated the integration of Information and Communication Technology in Senior High Schools in Ghana, focusing on the lived experiences of Visual Art teachers in the Mfantseman Municipality of the Central Region. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study adopted a qualitative case study design involving 20 Visual Art teachers selected through purposive and convenient sampling. Data were collected using interviews and classroom observations and analysed thematically. The study found that teachers’ TPACK, particularly in blending content and pedagogy with technology, was generally low, resulting in limited ICT integration in teaching and learning. The barriers to effective ICT integration encompassed the centralisation of ICT laboratories, inadequate infrastructure, restrictive policies limiting students from bringing personal digital devices to school. Additional constraints included limited access to specialised software such as CorelDraw and Photoshop, lack of in-service training for Visual Art teachers, unreliable internet connectivity, and inadequate technical support. These challenges hinder both teacher effectiveness and students’ development of digital creativity and 21stcentury competencies. Consequently, they raise critical concerns about the implementation and efficacy of national ICT policies in Visual Art education within SHSs in Gahan, specifically in Mfantseman Municipality. The study recommends targeted professional development programmes, decentralisation of the ICT laboratory within the Visual Art department. It also advocates for supportive policy interventions by the Mfantseman Municipal Education Directorate, school heads, School Management Committees to enhance ICT integration. Overall, the findings provide critical insights for stakeholders seeking to improve technology-supported pedagogy and student outcomes in Visual Art education.