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Research on the use of computers in Ghanaian schools indicates that urban schools are more likely to have computers while rural schools continue to lag behind. This book examines how computers and related technology are used in a rural school in the Central Region of Ghana, Twifo Praso Secondary School. It addresses issues on the use or non use of computers and related technology within the critical social theory framework in order to determine the underlying social, economic, and political factors that affect the use of technology within a school. I conclude by proposing a model that could improve participation of teachers, students, parents and the community in educational technology issues. An increase in the participation of all stakeholders could lead to increased access to and use of computers in schools. And, participation could result in the effective integration of computers and related technologies in educational activities within Ghanaian secondary schools.
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