International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056 Volume: 05 Issue: 02 | Feb-2018 www.irjet.net p-ISSN: 2395-0072 © 2018, IRJET | Impact Factor value: 6.171 | ISO 9001:2008 Certified Journal | Page 110 COMPARATIVE ANALYSIS OF INTEGRATED TECHNOLOGY PEDAGOGY WITH THE VARIOUS TRADITIONAL TEACHING METHODS IN SENIOR HIGH SCHOOLS IN GHANA. A CASE STUDY of WESLEY GIRLS’ SENIOR HIGH SCHOOL. Grace Asakeboba 1 , Joseph Kobina Panford 2 , James Ben Hayfron-Acquah 3 1,2,3 Dept. of Computer Science, KNUST, Kumasi, Ghana ---------------------------------------------------------------------***--------------------------------------------------------------------- Abstract: Improving excellence in education is an important and critical issue especially for developing countries. The traditional pedagogy approach to teaching and learning, has until recently been seen and accepted as the effective way to impact knowledge It involves the transfer of information from teacher as source to student as container. This strategy is typically based on pre-packaged teaching and learning materials, and fixed deadlines. But this research has shown that integrated pedagogy can catalyze a dramatic shift in performance, time management, participation and collaborations, and promote problem based learning. This work does a comparative analysis of the integrated pedagogy to the various traditional methods of teaching in senior high schools in Ghana. It also identified various barriers to the incorporation of ICT in the integrated pedagogy lesson delivery and learning outcomes. It accessed the availability of ICT infrastructure and the capacity of teachers and students to use them. Although the Ministry of Education has made frantic effort to improve the ICT infrastructure base of senior high schools, there is the need for equal effort in providing assistance in maintaining them. Key Words: traditional pedagogy, integrated pedagogy, ICT. 1. INTRODUCTION took pragmatic steps to introduce technology into the education. This effort was enshrined in the national ICT policy (Fobih, 2008). However, there still exist a wide gap among schools in Ghana in terms of adopting technology in teaching and learning (Amenyedzi et al.2011; Aduwa- Ogiegbean & Iyamu, 2005). This study is aimed at undertaking a comparative analysis of the integrated technology pedagogy with the different traditional methods in senior high schools in Ghana, using WGHS as a case study. 1.2 Statement of the Problem It has been evident through research that technology has become a key component of the classroom environment (see Guzman, and Nussbaum, 2009; Hew & Brush, 2007; Lawless & Pellegrino, 2007). After years of efforts to integrate technology in education, learners and teachers continue to struggle with issues of using educational technology in teaching and learning. Ghana is of no exception in this situation. On the basis of the suggestions of the Information and Communication Technology for accelerated development, the country introduced ICT into the school curriculum in September 2007. However, some studies have found the status of Ghanaian secondary educational institutions in terms of technology use to be very poor. Agyei, and Voogt (2011a); Agyei and Voogt (2011b) found that even after the government of Ghana has established computer labs and procured computers for secondary schools, teachers are yet to incorporate technology in their teaching methods. Hence, teachers mostly use the chalk and talk Teachers at the secondary schools found it difficult to integrate technology into their instruction as it challenged them to alter their procedures of teaching (Koehler and Mishra, 2008; Voogt, 2008). Teacher training programs was also found to be dependent on lecture-based instruction (Agyei, and Voogt 2011a; Agyei and Voogt, 2011b). Hence, the need for a comparative analysis of the integrated technology pedagogy with the different traditional methods in senior high schools in Ghana. 1.3 Research Objectives The overall objective of the study is to undertake a comparative analysis of integrated technology pedagogy with the various traditional teaching methods in senior high 1.1 Background of Study The world has over the years undergone numerous changes with technological changes being principal among these. (Dutta & Bilbao-Osorio 2012). ICTs are basically information handling tools – hardware, processes and systems, applications and services that are used to produce, store, process, distribute and exchange information. With appropriate content and applications, these tools are now able to work together, and combine to form an effective way of lesson delivery. Planning for the effective use of these technologies is crucial if they are to have the positive impact expectedThe integration of information and communication technology is gradually taken over from the traditional teaching and learning practices (Chhabra, 2012). Learning from the widespread use and effects of technology on teaching and learning, as well as the critical need to develop and apply technology to education, the government of Ghana