Integration and usage of ICT by social studies teachers in teaching in junior high schools in the Gomoa West district.

Abstract

Research has shown that social studies teachers have been apprehensive about modifying instruction to incorporate technology. The study focused on Social Studies teachers’ knowledge and usage of ICT in teaching Social Studies in Junior High Schools in the Gomoa West District of the Central Region of Ghana. The study was hinged on Technology Acceptance Model developed and used concurrent triangulation design within the mixed method approach. Census sampling was used to select all the 77 Social Studies teachers and purposive sampling were used to select 5 out of the 77 for the study. The study used questionnaire, semi-structured interviews and non-participant observations as instruments to collect the data. Descriptive statistics such as frequency and percentages were used to analyze the quantitative data and qualitative data were analyzed thematically. The study’s findings showed that greater number of the JHS Social Studies teachers possess knowledge in ICT, have good perception about ICT integration in teaching Social Studies and are willing to use ICT in teaching. However, only few of the teachers integrated ICT in teaching the subject. This was as a result of inadequate computers and other ICT tools, lack of electricity in schools and some of the Social Studies teachers’ wrong perception about ICT integration in teaching Social Studies. It is recommended that Social Studies teachers be given regular in-service training; be provided with computers and other ICT tools, by the Gomoa West District Education Office. Head teachers, Circuit Supervisors should encourage, motivate and supervise Social Studies teachers to integrate ICT in teaching Social Studies.