Nafn nemanda: Hasten Ashartey
Námsleið: Alþjóðlegt nám í menntunarfræði (Menntun og alþjóðleg þróunarsamvinna), MA
Leiðbeinandi: Hróbjartur Árnason
Sérfræðingur: Helgi Þorbjörn Svavarsson

Ágrip: This study examined Geography teachers’ attitudes towards the adoption of Information and Communication Technology (ICT) in selected Senior High Schools in the Eastern Region of Ghana. While national policies emphasise ICT as a driver of educational quality and innovation, implementation at the classroom level is often inconsistent. Geographic Information Systems (GIS), digital maps, Google Earth, and animations all lend a visual and spatial dimension that helps students truly appreciate the field of geography. The study utilized a qualitative, exploratory design, conducting semi-structured interviews with 14 Geography teachers from seven schools to understand their perceptions of ICTs, their digital competencies, and the contextual factors affecting ICT use.
Indicators of a strongly positive attitude towards ICT among teachers include its facilitation of visualisation, scaffolding of conceptual understanding, and promotion of student engagement. Teachers made extensive use of basic tools such as PowerPoint, online videos, and Google Earth, especially for teaching physical processes, map reading, and spatial concepts. Meaningful integration was still hindered by poor ICT infrastructure, inconsistent electricity and internet availability, large class sizes, student distraction, and limited training on subject-specific Tools like GIS and Remote Sensing. Although school leadership was typically supportive, implementation at scale was constrained by resources.
Teachers are motivated and digitally ready, but systemic changes in infrastructure, specialised training, and institutional support will be needed to realise the full potential of ICT for Geography education.