From Readiness to Practice: Teacher Readiness as the Primary Driver of Educational Technology Integration in Ghanaian Science Classrooms.

<p>Educational technology has the potential to transform science teaching and learning; however, its successful integration depends largely on teachers’ readiness to use digital tools effectively. This study examined the readiness of science teachers in Ghanaian Senior High Schools to integrate educational technology and investigated the extent to which teachers’ readiness and contextual challenges predict their technology integration practices. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a quantitative crosssectional survey design involving 102 science teachers from eight public and private Senior High Schools. Data were collected using a structured questionnaire and analysed using descriptive statistics and multiple linear regression. The findings revealed that science teachers exhibited a generally low level of readiness to integrate educational technology (overall M = 2.07). Nevertheless, teachers’ readiness significantly and positively predicted educational technology integration practices, whereas contextual challenges did not significantly predict technology integration. The regression model explained 89.2% of the variance in technology integration practices (R² = .892). The study concludes that teacher readiness is the primary driver of educational technology integration and recommends sustained professional development and capacity-building initiatives to strengthen technology-enhanced science instruction in Ghanaian Senior High Schools.</p>