Investigating factors influencing the integration of technological and pedagogical content knowledge of social studies teachers in the South Dayi District in the Volta Region of Ghana

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.