"I'm Not against Online Teaching, but What about Us?": ICT in Ghana Post COVID-19

Autor/in	Adarkwah, Michael Agyemang
Titel	"I'm Not against Online Teaching, but What about Us?": ICT in Ghana Post COVID-19
Quelle	In: Education and Information Technologies, 26 (2021) 2, S.1665-1685 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adarkwah, Michael Agyemang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10331-z
Schlagwörter	Electronic Learning; Technology Integration; Sustainable Development; Educational Policy; Emergency Programs; COVID-19; Pandemics; Instructional Effectiveness; Barriers; Rural Schools; Developing Nations; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Politics of education; Bildungspolitik; Hilfsprogramm; Unterrichtserfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Developing country; Developing countries; Entwicklungsland; Ausland
Abstract	Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government's initiative to ensure "education anytime anywhere for everyone" by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students' educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01