TEACHING WITH DIGITAL TECHNOLOGY IN BASIC SCHOOLS IN GHANA: IDENTITIES, CHALLENGES AND IMPLICATIONS IN A DIGITAL ERA

Abstract

Though scholars have made attempts at disproving this, it is generally perceived that the present generation of students possess better digital competencies than their adult teachers. Using a qualitative, multiple case study design, this research explored Ghanaian teachers’ perspectives on their students’ digital identities, the challenges they encounter in usage of digital technology, as well as the implications of teaching in a digitalized era. A total of 24 teachers from public and private basic schools in Accra, Ghana was included in the study. Teachers perceived their students as digital natives based on the era of birth, technological assistance, frequency of usage and school environment. Challenges faced by teachers in using digital technology to teach included limited resources, lack of training, reluctance to change and time constraints. Findings showed the need for a paradigm shift from traditional methods of teaching to innovative modes, embracing the digital mindset, and providing platforms for students to coconstruct their knowledge. Authors recommend that schools, academic related institutions and the government prioritize the usage of digital technologies for teaching and learning by formulating appropriate policies that allow technologydriven curriculum design and teaching as well as ensuring continuous professional development of digital skills of teachers.

Keywords: Teachers, Identities, Digital technology, Basic schools and Digital skills development.

Date of submission: 28th February, 2025; Date of acceptance: 29th September, 2025
Date of publication: 14th November, 2025
url: www.mjdesjournal.com
*Corresponding author: Ama Otwiwah Adu-Marfi, aoadu-marfo@ug.edu.gh
Citation:
Adu-Marfo, A. O. & Asamoah, M. K. (2025). Teaching with Digital Technology in Basic
Schools in Ghana: identities, challenges and implications in a digital era.
Multidisciplinary Journal of Distance Education Studies, 2(1)105-128.