Exploring the Effectiveness of Digital Tools for Teachers’ Training: A Study of Lecturers’ Experiences and Perspectives in Colleges of Education in Ghana

Abstract

This paper examines the effectiveness of digital tools in teacher training from the  perspectives of lecturers at three Colleges of Education in Ghana: Tamale College of Education, Bagabaga College of Education, and Accra College of Education. Amid global educational digitalisation, Ghanaian teacher education institutions are increasingly integrating digital technologies to enhance instruction,curriculum engagement, and professional development. Using a qualitative design, data were collected through semi-structured interviews with 18 lecturers and analysed thematically using Braun and Clarke’s (2006) six-step approach, guided by the Technological Pedagogical Content Knowledge (TPACK) framework. Findings indicate that lecturers generally perceive digital tools as beneficial for interactive learning, improved access to instructional resources, simulation-based teaching, and enhanced student engagement. Digital technologies were also seen as supporting continuous professional development and innovative teaching practices. However, challenges such as inadequate infrastructure, unreliable internet connectivity, limited institutional support, insufficient training, and weak motivational systems were identified. A persistent gap between ICT policy and implementation further constrained effectiveness. The study recommends sustained investment in infrastructure, capacity building, supportive policies, and improved digital literacy for both lecturers and students to strengthen teacher education in Ghana.