Context Matters: Exploring Teacher and Learner Contexts in ICT Integration in Slum Public Basic Schools in Ghana

Abstract

This study examined the impact of contextual factors on the integration of Information and Communication Technology (ICT) in public basic schools located in slums in Ghana. By adopting a positivist worldview and utilizing the TPACK (Technological Pedagogical Content Knowledge) framework as a theoretical lens, this research employs a quantitative approach, administering questionnaires to 379 learners and 179 teachers. Through regression analysis, the study uncovers significant relationships between contextual factors and key aspects of ICT integration, namely, teacher ICT beliefs, teacher ICT use, and learner ICT use. The findings highlight the significance of contextual factors, encompassing elements such as school resources, infrastructure, professional development opportunities, community attitudes, and socio-economic realities, in shaping the landscape of ICT integration within these disadvantaged settings. These results challenge the oversimplification of resource provision as the sole driver of successful technology use and emphasize the need for a comprehensive approach that acknowledges the profound influence of context. Consequently, this study concludes that effective integration of ICT in slum schools requires moving beyond generic solutions and embracing strategies tailored to the specific context.