In Ghanaian public schools, teacher training programmes are crucial for improving educational outcomes. However, the integration of technology in these programmes has not been systematically evaluated. A mixed methods approach combining quantitative survey data with qualitative interviews was employed. Quantitative data were collected from a sample of 50 principals using an online questionnaire, while qualitative insights were gathered through semi-structured interviews with 10 selected participants. The findings indicate that technology use in teacher training programmes is predominantly focused on digital platforms and e-learning resources (78% of respondents). However, there is a notable gap in the integration of hardware such as computers and projectors (25% lack these resources). This mixed methods study reveals significant disparities in technological infrastructure despite high adoption rates of digital tools. Recommendations include prioritising procurement of necessary hardware, enhancing professional development for principals on technology integration, and fostering a collaborative environment among stakeholders to maximise the impact of teacher training programmes.
Mukorono et al. (Tue,) studied this question.