The Covid-19 pandemic brought about disorders in the field of education. Governments across the globe implemented various educational responses to ensure educational continuity. The educational response plan implemented in Ghana is the Covid-19 Coordinated Education Response Plan for Ghana. The Covid-19 Coordinated Education Response Plan for Ghana proposed the use of ICTs to ensure educational continuity also referred herein as curriculum continuity. The study therefore sought to explore students’ and teachers’ access to these ICT tools. The study employed a mixed-method approach. Data were gathered through questionnaires, focus group discussion, and interviews, with a total of 650 participants. Descriptive statistics was used to analyse the quantitative data. Qualitative data, conversely, was done via the thematic approach. The findings of this study revealed that majority of students and teachers had access to the ICT tools. A minority of the respondents did not have access to these tools, pointing out the disparity in access to the ICT tools. Consequently, it is recommended that governmental bodies and other relevant stakeholders actively and consciously promote parity in access to ICTs needed for curriculum continuity, especially in times of pandemic. Moreover, government should liaise with internet providers to reduce the prices of internet data for academic purposes, especially during pandemics (pp.56-63).