Research on the use of computers in Ghanaian schools indicates that there is a concentration of use in urban schools while rural schools continue to lag behind. This study examined how computers and related technology were used in a rural school in the Central Region of Ghana, Twifo Praso secondary school. It addressed issues on 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 affected the use of the technology the school. Data was collected through in depth interviews of 16 interviewees, a teacher and student focus group, participant observations and document analysis. This research found that:
1. There have been computers available at Twifo Praso secondary school since 2002. The computers were acquired through a school technology fee paid by all students.
2. Although most of the teachers interviewed had had some form of computer training, they did not use computers for any form of instruction in the school. This was attributed to inadequate training and a lack of knowledge on technology applications in the curriculum.
3. Only students in grade 12 were observed using computers. A computer literacy class was taught with no association to any subject matter although some of the exams required computer knowledge. Also, students were generally found to be more knowledgeable about computers than teachers.
I conclude by proposing a model that could improve participation of teachers, students, parents in technology issues that affect the school. Participation could lead to an increase in access to computers and this could result in the effective integration of computers and related technology at Twifo Praso secondary school.