Integrating ICT to Adopt Online Learning in Teacher Education in Ghana

ICT has opened opportunities for innovations in pedagogical approaches. Online learning is increasingly becoming popular in education and attractive because of the diverse benefits not only to educators and students but also to institutions. However, there is a continuous rise in debates on teacher educators competence in adopting online learning. Critics of online learning argue that using ICT to transform face-to-face courses into online courses brings issues, especially to some educators. This study aimed to investigate teacher educators experiences using ICT to transform and manage a virtual face-to-face course during and after the COVID-19 pandemic. A qualitative technique with semi-structured interviews was used to collect data from six college education teachers in Ghana who had taught the same courses between the 2020 and 2022 academic years. The findings showed that ICT integration has easily facilitated online learning and positively impacted teacher educators classroom practices. However, due to insufficient technical and infrastructural support from institutions and socio-cultural perspectives, educators exhibit low competence in managing their teaching and learning activities on time. This study’s results provide policymakers with unique insights for a better, sustainable, and equitable ICT integration in Ghana’s teacher education.