Abstract
This contribution seeks to explore the state of Information Communication Technology (ICT) education in Ghana including the current state of ICT integration into the basic, junior and secondary school curriculums, and organizations supporting ICT integration. Some sources used are current literature on ICT education in Ghana, government policy, the national syllabus for ICT, and reports from the yearly ICT Basic Education Certificate Examinations (BECE). Comparisons will also be made regarding how ICT is integrated into the Singapore, USA, and Ghana education curriculums. In Singapore, the focus is on the progression of the ICT curriculum from 1997 to 2020. In the USA, the focus is on ICT standards, and their connection to Ghana’s ICT standards. The Singapore and US contexts are considered in a bid to learn more about steps they have taken to develop ICT education. This paper will provide essential information on the development of ICTs in Ghanaian schools including best practices such as making ICTs available, accessible, and sustainable. These factors are necessary for assisting the country as it strives to incorporate technology into the national curriculum.
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Allotey, P., Murray, S. (2021). Supporting the Development of Information Communication Technology Education in Ghana. In: Spector, M.J., Lockee, B.B., Childress, M.D. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_168-1
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