Abstract:
The place of Technological and Pedagogical Content Knowledge for teachers and
students in the teaching and learning process cannot be overemphasized. Researchers
have stressed the importance of the effective use of Technological and Pedagogical
Content Knowledge in teaching and learning. This triggered the researcher to
investigate the factors influencing integration of technological pedagogical content
knowledge of Junior High School Social Studies teachers in the South Dayi District in
the Volta Region of Ghana. This Study was a descriptive survey. Questionnaire and
observations data were collected at the same time and analysed concurrently to
validate each other. A total of 79 questionnaires were circulated to the teachers,
retrieved and returned for analysis. A self-developed questionnaire and observation
guide formed the basis for the data collection. The quantitative data were analysed
using descriptive statistics (means, standard deviations, frequencies and percentages).
The research instruments were pre-tested and reliability and validity were ensured.
Ethical issues were also considered before the actual data collection. At first glance,
the teachers claimed to pose, content, pedagogical, technological, Technological
Pedagogical and Technological Pedagogical content knowledge (result from the
quantitative analysis) but it appears that in the classroom, they are not really
practising the knowledge they claim they posed (result from the qualitative analysis
i.e. observation checklist). Several recommendations were provided which include the
fact that in order to facilitate effective and efficient technological integration among
Social Studies teachers, a new course should be developed and mounted within our
teacher training institutions. The course must be developed in two parts. The
concentration of the first phase must be on the development of technological skills
and competencies while the second phase should then focus on helping the Social
Studies teacher trainees to blend their technological skills with their pedagogical
techniques and subject content. Also, it was recommended that government and other
stakeholders (parents, Social Studies teachers, Social Studies international bodies)
within the society should ensure that the various Schools are provided with the basic
technological tools i.e. computers, projectors and other educational soft wares to
enhance effective and efficient integration of technology into the teaching of Social
Studies.
Description:
A thesis in the Department of Basic Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba