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10.1007/s10639-020-10331-z http://scihub22266oqcxt.onion/10.1007/s10639-020-10331-z 32952435!7492135!32952435     free     free     free Deprecated: Implicit conversion from float 215.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 215.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 215.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 215.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 215.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Educ+Inf+Technol+(Dordr) 2021 ; 26 (2): 1665-1685 Nephropedia Template TP {{tp|p=32952435|t=2021. "I m not against online teaching, but what about us?": ICT in Ghana post Covid-19 |pdf=|usr=}}{{32952435}} gab.com Text "I m not against online teaching, but what about us ": ICT in Ghana post Covid-19 JO: Educ Inf Technol (Dordr) http://www.kidney.de/pget.php?&tw=1&pmid=32952435 #FOAvip Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government's initiative to ensure "education anytime anywhere for everyone" by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students' educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning. Twit Text FOAVip "I m not against online teaching, but what about us ": ICT in Ghana post Covid-19 ????Educ Inf Technol (Dordr) http://www.kidney.de/pget.php?&tw=1&pmid=32952435 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=32952435 #FOAvip English Wikipedia <ref>{{Cite pmid|32952435}}</ref> "I m not against online teaching, but what about us?": ICT in Ghana post Covid-19 #MMPMID32952435 Adarkwah MA Educ Inf Technol (Dordr) 2021[]; 26 (2): 1665-1685 PMID32952435show ga Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government's initiative to ensure "education anytime anywhere for everyone" by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students' educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning. ä"I m not against online teaching, but what about us?": ICT in Ghana po(epmc).pdf DeepDyve Pubget Overpricing