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<p>Teachers’ professional development for technology integration occurs through a network of different learning avenues, ranging from pre-service training to in-service formal professional development and informal learning. Few studies, however, examine how these learning modes interrelate and the types of skills they collectively offer to teachers. This research gap is especially evident in Ghana, where studies on technology professional development are only beginning to emerge. To address this&#xa0;gap, the present study adopts a holistic approach to conceptualising how and what teachers learn within the hybrid ecologies of pre-service, formal, and informal learning. Building on findings from a larger qualitative research project, this paper presents results that demonstrate a close synergy among these different&#xa0;modes of teacher learning and preparation for technology use&#xa0;in instruction. The findings, which informed the development of a conceptual model, illustrate how these modes&#xa0;of learning interconnect and share techno-centric objectives, primarily aimed at developing teachers’ technical ICT skills to support traditional instructional methods&#xa0;in schools. The study&#xa0;results offer novel insights into the dynamic interplays within Ghana’s technology professional development ecosystem and the collective technical&#xa0;skill set teachers are typically equipped&#xa0;with&#xa0;for technology use in the classroom.</p>

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Exploring interplays and skill acquisition in Ghana’s technology professional development ecosystem: an ecological view

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月15日

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  • Emmanuel Ayisi Abedi,
  • Abigail Korkor Ametepey

摘要

Teachers’ professional development for technology integration occurs through a network of different learning avenues, ranging from pre-service training to in-service formal professional development and informal learning. Few studies, however, examine how these learning modes interrelate and the types of skills they collectively offer to teachers. This research gap is especially evident in Ghana, where studies on technology professional development are only beginning to emerge. To address this gap, the present study adopts a holistic approach to conceptualising how and what teachers learn within the hybrid ecologies of pre-service, formal, and informal learning. Building on findings from a larger qualitative research project, this paper presents results that demonstrate a close synergy among these different modes of teacher learning and preparation for technology use in instruction. The findings, which informed the development of a conceptual model, illustrate how these modes of learning interconnect and share techno-centric objectives, primarily aimed at developing teachers’ technical ICT skills to support traditional instructional methods in schools. The study results offer novel insights into the dynamic interplays within Ghana’s technology professional development ecosystem and the collective technical skill set teachers are typically equipped with for technology use in the classroom.