Abstract
The paper reports some of the findings of Ghana's participation in the Pan African Research Agenda on the Pedagogical Integration of ICT. The study examines Ghanaian educational institutions' capacity for, and approach to, ICT pedagogical integration. A Junior High School, three Senior High schools and a Teacher Education University are sampled by a University of Education Winneba (UEW) based research team according to given guidelines. The study combines document analysis and survey techniques with the use of structured questionnaire, class observation checklists and interview schedules to collect qualitative and quantitative data which have been uploaded onto an open online observatory at www.observatoiretic.org. The results indicate that some attempts had been made by the Ministry of Education to formalize the teaching of ICT literacy and encourage its integration into the teaching and learning process. Nonetheless, very little integration is observed in teaching and learning in schools. This is found to be due in part to inefficiencies in the design of the curriculum and partly to the inadequate ICT resources (both material and human) available. It is recommended that the Ministry of Education should review the curricula at various levels to ensure ICT pedagogical integration in their implementation and make available sufficient resources for ongoing training and support for teachers to model the new pedagogies and tools for learning.
 Keywords: ICT literacy, ICT pedagogical integration, Inhibiting factors.
Highlights
One major requirement of Ghana's recent educational reforms launched in 2007 was to ensure that all students in pre-tertiary institutions in Ghana acquire basic ICT literacy skills and apply these in their studies and in a variety of ways in their everyday life activities (CRDD, 2007a, b and c)
The Pan-African Agenda on Pedagogical Integration of ICT project, came at an opportune time, that is, at a time that the government had launched a new educational reform which emphasized the development of ICT literacy in learners as well as the pedagogical integration of ICT into the educational system
ICT curricula indicated that the curricula emphasize the development of students' skills in the operation of ICT and not necessarily the development of their strategic knowledge or what Lehmann (2007) described as 'global knowledge'
Summary
One major requirement of Ghana's recent educational reforms launched in 2007 was to ensure that all students in pre-tertiary institutions in Ghana acquire basic ICT literacy skills (including internet use) and apply these in their studies and in a variety of ways in their everyday life activities (CRDD, 2007a, b and c). Ghana's recent participation in an international survey which was used to rate the ICT Development Indices (IDI) of the participating countries revealed that the country ranked between 100th and 140th position out of 154 countries surveyed (MOE, 2009) This indicates that Ghana, like many African countries, still lags behind in ICT development and ICT literacy, that is, 'the capacity to apply ICT in various areas of human life' (Markauskaite 2006) which includes teaching in schools. Leu et al (2004) contend that ICT literacy has two important aspects - ICT tools and strategic knowledge, which are central for any type of literacy The former refers to the use of basic ICT application programs or the operation of ICT. According to Lehmann (2007), global knowledge in one's discipline or globalization literacy' is the knowledge which the
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