Education reform, information and communication technologies (ICTs), pedagogy, teacher education


This contribution reviews the introduction of old and new information communication technologies in Ghanaian education. It points out how the recent proliferation of multi-media technologies in the country has ultimately encouraged the introduction of ICTs in education. However, the author argues that much of the move to introduce these new technologies into schools and colleges has not reflected the need to re-conceptualise teacher education curriculum practices to base its foundations on constructivist ideas about knowledge and its production. Without this, reforms to introduce new information communication technologies in classrooms risk becoming tools that are again used to reinforce old traditions of teaching and learning based on uncritical transmission of knowledge. Finally, the author argues that changes to the teacher education curriculum in Ghana, and elsewhere in Africa, should also reflect the new professional learning identities and learning experiences that ICT and other media communication tools are meant to foster in the classroom.


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Akyeampong, K. (2009). Making the introduction of multi-media technologies count in education reform in Africa: The case of Ghana. [Las tecnologías multimedia y reforma educativa en África: El caso de Ghana]. Comunicar, 32, 109-118.



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