Technology integration and socio-demographics: predictors of Ghanaian urban and rural basic school teachers’ technology use

Considering the critical issues relating to the digital divide and the accelerated growth in technology integration, there seems to be an imbalance between urban and rural school teachers in the adoption and utilization of technology. Accordingly, this study examines the Ghanaian urban and rural basic school teachers’ technology use and its predictors through the quantitative research approach. In all, 737 (urban = 426 and rural = 311) basic school teachers were sampled for the study. The main data collection instrument was a questionnaire. Data were analysed using an independent sample t-test and linear multiple regression. The data analysis revealed that, unlike the non-use of digital technologies by the rural basic school teachers, the urban basic school teachers periodically utilize digital technologies mainly for pedagogical purposes. Specifically, such periodic utilization of digital technologies by urban basic school teachers focuses on assessment, management of students’ records, professional and research activities. Moreover, the outcome of the study indicated that teachers’ access to technology, technology competency, gender and age significantly predicted their use of technology. Based on the findings, it was recommended, inter alia, that the Ghana Education Service should continuously plan, design and implement professional development programmes that focus on developing teachers’ technology competence in using appropriate technology applications.