Abstract:
This paper assesses the impact of “One Laptop Per Child Policy” on teaching and learning in
basic schools in Ghana. Specifically, 500 students were randomly selected together with 10
information and communication technology (ICT) instructors in the Eastern Region of Ghana.
Both questionnaire and in-depth interviews were used for gathering data. The data collected were
analyzed using Statistical Package for Social Science (SPSS). Findings of the study showed that
stringent criteria are used to assess the needs of students and in the distribution of the laptops.
The use of user-friendly laptops and qualified instructors has significantly improved the students’
knowledge in ICT. However, lack of infrastructure, power supply and qualified tutors were
notable challenges that hindered the attainment of the goals of the policy. To ensure equity and
quality ICT education, recommendation were given in the study.
