Towards Responsible Integration: Ethical Challenges and Policy Gaps in Tablet-Based Teaching and Learning in Ghanaian Senior High Schools (A Case of Public Senior High Schools in Mampong Municipality of Ashanti Region)

Abstract:

This study examined ethical issues associated with the use of tablets in public secondary schools in the Mampong Municipality of Ghana for teaching and learning. The study used a quantitative approach with a descriptive survey design. A total sample of 256 respondents, including 244 teachers and 12 administrators, was selected by stratified random sampling. The data were collected using structured questionnaires and analysed using descriptive statistics, with the results presented in tables and narrative form. The results showed that the main ethical challenges include access to non-educational and inappropriate websites during school hours, exposure to cyberbullying and online harassment, and insufficient monitoring mechanisms. Tablet integration into teaching and learning is partial and varies from subject to subject due mainly to limited technical support and insufficient training. Although stakeholders generally see tablets as beneficial when used responsibly, concerns about distraction, weak enforcement of ethical guidelines and the need for collaboration between stakeholders remain. The study concludes that tablets have considerable potential to improve teaching and learning, but their effectiveness is limited by ethical challenges, inconsistent integration and limited supervisory frameworks. It recommends strengthening ethical policies, improving digital citizenship education, improving teacher training, establishing effective monitoring systems and promoting collaborative involvement with stakeholders to ensure responsible tablet use in schools.