Abstract:

Challenges are obstacles that must be surmounted to accomplish an objective. This paper investigates the challenges in training pre-service science teachers in ICT integration in two selected Colleges of Education in Ghana. The study was underpinned by Rogan and Grayson’s curriculum implementation framework and was located within the interpretive paradigm. The qualitative research approach was adopted using a case study design. Convenience and purposive sampling were used to select the study sites and participants respectively, which consisted of two teacher education colleges, two heads of the Science department, ten lecturers, and 20 pre-service Science teachers. The study’s data collection methods were semi-structured face-to-face interviews, focus group discussions, and non-participatory lesson observation. The study revealed that the major challenges hindering effective pre-service science teacher training in ICT integration competencies were lack of technical know-how among lecturers, poor pre-service Science teachers’ backgrounds in ICT, inadequate ICT resources and infrastructure, prolonged organizational and management bureaucracy, and insufficient funding of ICT.

Keywords:

Integration, Challenges, Technology.