The distribution of tablets to students in Senior High Schools (SHSs) and Technical Schools across Ghana is a welcome step towards modernising education. In a world increasingly driven by technology, students need digital skills to compete effectively in higher education and the job market. Tablets can make learning easier by providing access to electronic textbooks, past examination questions, educational videos, online libraries and research materials. They can also support Ghana’s new curriculum, which emphasises practical skills, critical thinking and the application of knowledge. However, while the initiative has considerable potential, serious concerns remain about its implementation, supervision and impact on teaching and learning.
The central issue is not whether technology belongs in our schools, but whether the government and the Ghana Education Service (GES) have put adequate measures in place to ensure that the devices serve their intended purpose. Reports and observations suggest that some schools allow students to insert SIM cards into their tablets and browse the internet, while others prohibit the practice. This apparent inconsistency raises questions about the national policy governing the use of these devices. Although the Ministry of Education published guidelines on tablet use in December 2024, the authorities must ensure that the rules are clearly communicated, uniformly implemented and effectively enforced in every school.
GES must clarify whether students are permitted to use SIM cards and, if so, under what conditions. Unrestricted internet access could expose students to distractions and inappropriate content, but banning SIM cards without providing alternative connectivity could make the tablets less useful, particularly in schools without reliable internet access. Government should therefore prioritise internet facilities for all public senior high and technical schools. Secure school networks, content filters and affordable educational connectivity would allow students to access relevant learning materials while limiting access to unrelated websites. Offline digital libraries should also be provided for schools where internet access remains unreliable.
Another concern is the contradiction between restrictions on students’ mobile phones and the provision of tablets capable of performing many of the same functions. If students are prohibited from using phones because of distractions, what is the difference when they receive tablets that can browse the internet, stream videos, access social media and support other forms of entertainment? The answer should lie in how the devices are configured and managed. Government should ensure that the tablets prioritise approved educational applications, digital textbooks and curriculum materials, while restricting unnecessary entertainment and social media features. A device intended for learning should not be left to function as an unrestricted smartphone.
The possibility of misuse is perhaps the greatest threat to the initiative. Some students may use the tablets to watch movies during study hours, access pornographic materials, engage in online betting or spend excessive time on social media instead of studying. Such activities can undermine academic discipline, waste valuable learning time and expose young people to inappropriate content and online risks. Online betting is particularly concerning because it can encourage harmful gambling habits and expose students to financial losses. These dangers do not mean that every student will misuse the devices, but they demonstrate why distribution alone cannot guarantee better educational outcomes. Schools need effective monitoring systems, digital safety education and fair, consistently enforced disciplinary measures.
Ghana should also learn from countries that are reconsidering excessive reliance on digital devices in classrooms. Sweden has increased its emphasis on printed textbooks, reading and handwriting, while some schools in Finland have returned to pen-and-paper methods amid concerns about screen time and concentration. These developments do not mean that either country has abandoned digital education. Rather, they demonstrate the importance of balancing technology with traditional teaching methods. Printed textbooks, exercise books, handwritten assignments and direct interaction between teachers and students remain valuable. Ghana must avoid equating increased screen time with improved learning, especially when research suggests that the effectiveness of digital reading depends on the materials used and the nature of the learning task.
Beyond misuse, government must consider the practical challenges associated with the tablets, including damaged screens, battery deterioration, software failures, theft and the cost of repairs. Students also need reliable electricity, suitable learning materials and teachers who can integrate technology effectively into their lessons. Without these supporting resources, the tablets may offer little benefit to students in poorly equipped schools. Government must therefore invest not only in the devices but also in teacher training, maintenance, technical support and infrastructure to ensure that students across the country benefit equitably.
The way forward is clear. The Ministry of Education and GES must enforce a uniform national policy on SIM cards, internet access and permitted applications. Government must provide reliable internet facilities for schools, ensure that tablets are configured primarily for educational use and establish effective monitoring systems. Teachers and ICT coordinators should receive adequate training, while students must be taught responsible digital citizenship. The success of the initiative should be measured not by the number of tablets distributed, but by whether the devices improve access to learning materials, strengthen teaching and contribute to better educational outcomes.
The distribution of tablets to Ghanaian students is a promising initiative that should not be abandoned. However, its success depends on responsible implementation, effective supervision and a clear commitment to educational priorities. A tablet that helps a student understand a difficult concept, conduct research or develop a technical skill is serving its purpose. One used mainly for pornography, betting and endless entertainment represents a failure of supervision and implementation. Ghana must embrace technology intelligently, learning from the experiences of other countries while preserving the educational value of traditional teaching methods.
Ultimately, the measure of this initiative must be improved teaching and learning, not simply the number of devices placed in students’ hands.
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