Technology Integration into the Teaching and Learning of Geography in Senior High Schools in Ghana: A TPACK Assessment
Year: 2021
Type: article
Study design: Observational Study
Abstract: In Ghana, the integration of technology into the teaching and learning process seems to be making strides in tertiary education. However, the case is not the same in Senior High Schools. This study, therefore, sought to assess Senior High School Geography teachers' knowledge in integrating technology into their classroom adapting the Technological Pedagogical Content Knowledge (TPACK) model as a framework for analysis. The study adopted the descriptive survey design to provide a comprehensive analysis of the research problem. Through a survey, a total of 113 geography teachers participated in the study, responding to a TPACK survey questionnaire. The data were analysed using mean and standard deviation. The findings of the study showed that teachers possessed a high level of content and pedagogical knowledge in geography. The analysis, however, showed that teachers were not as confident as they were in content and pedagogy compared to technological knowledge and its subsequent integration into the teaching and learning of geography. It was, therefore, recommended among others that courses at the higher education level should integrate Information and Communication Technologies (ICTs) into teaching and learning to help student-teachers appreciate the place of specific technologies, hardware and software in the teaching and learning of their respective disciplines.
Source: Social Education Research
Institution: University of Education, Winneba
Language: English
Subfield: Geography, Planning and Development
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4200604733