Bridging the Digital Divide in Science Education: Analysis of ICT Integration by JHS Integrated Science Teachers in Semi-Urban Schools in Ghana

Abstract

Technology in general, and more specifically ICT use in education, is crucial when it comes to improving teaching and learning outcomes in science education. However, this remains a distant goal for many schools in semi-urban Ghana due to various constraints. This study used a cross-sectional descriptive survey design to examine how Junior High School (JHS) integrated science teachers in the Komenda Edina Eguafo Abrem (KEEA) Municipality access and use ICT tools and their challenges in using these tools. The study employed a voluntary sampling procedure to select 71 (59 males and 12 females) teachers through an online survey. Data were analysed using descriptive statistics and correlational analysis. The results revealed a strong positive relationship between the availability of ICT tools and their frequency of use. The results also indicated that the teachers predominantly rely on mobile phones for their ICT-related activities because of the unavailability of more sophisticated tools. The results further revealed that the current integration of ICT tools for integrated science teaching is hampered by limited physical infrastructure, inadequate teacher preparation, inaccessible technical support, and erratic power supply. To mitigate these challenges, the study suggested implementing teacher-centred professional development programmes, setting up solar-powered ICT centres, leveraging E-Community Learning and Resource Centres, utilising iBox Technology, adopting Wireless Ad Hoc Networks, and fostering collaborative teacher networks for resource sharing and support. The study concluded that targeted interventions to strengthen infrastructure and teacher capacity are necessary to overcome the digital divide and promote effective delivery of science education in resource-limited environments.