Evaluating the Technological, Pedagogical and Content Knowledge (TPACK) of ICT Teachers in Junior High Schools: A Case Study of the Abuakwa South Municipality in Ghana.

Issah Bala Abdulai

doi:10.38159/jelt.2021211

Abstract

The study sought to examine ICT teachers’ knowledge regarding technology, pedagogy and content using the TPACK model. In all, 44 teachers were randomly sampled from the 54 Junior High Schools in the Abuakwa South Municipality. A questionnaire was used to gather quantitative data. ANOVA was used to interpret the data collected. The findings suggested that the overall teachers’ knowledge in TPACK was moderate, however, the knowledge of teachers in technology was high. The results also indicated a positive relationship among the various TPACK domains. However, the result rejected the null hypothesis and accepted the alternative hypothesis which shows that statistically there is a significant difference among the various TPACK domains. It was concluded that a lot must be done to help improve the teachers’ TPACK. The study recommended a regular professional learning session to close the gap of the teachers’ knowledge in technology, pedagogy and content in the municipality. Keywords: Technological, Pedagogical Content Knowledge (TPACK), Information and Communication Technology (ICT)

Highlights

The use of technology has a great impact on the effectiveness of people who use it for various professions such as medicine, engineering, agriculture and education
In the programme of specialisation of the teachers, the data gathered showed that the majority of the teachers 34 (77.3%) teaching Information and Communication Technology (ICT) in the Junior High Schools (JHS) in the Abuakwa South District did not have any specialization in ICT related courses, while only 10 (22.7%) had specialised in ICT related courses
Level of ICT teachers’ in technology, pedagogy and content knowledge (TPACK) To get the answer to the question above, a mean and standard deviation score was used to find the level of the ICT teachers’ knowledge in the three TPACK domains and the results are displayed in Table 2 below

Summary

Introduction

The use of technology has a great impact on the effectiveness of people who use it for various professions such as medicine, engineering, agriculture and education. Rotherham and Willingham posit that Educational leaders must concentrate on training teachers to provide students with the skills of the 21st century so they can teach in ways that facilitate the production of these skills.. Rotherham and Willingham posit that Educational leaders must concentrate on training teachers to provide students with the skills of the 21st century so they can teach in ways that facilitate the production of these skills.4 On his part, Sprenger emphasised that most of the students are digital natives.. Sprenger emphasised that most of the students are digital natives.5 This is because today’s learners are brought up in technological age and are conversant with the use of computers and the internet. This serves as a wake-up call for teachers to improve their knowledge and skills in the use of technology, especially for teaching

Methods

Results

Conclusion