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.
Highlights
The role of technology in education in the twenty-first century cannot be overemphasized. Amedzo (2007) posits that the world has reached a stage where a person without basic computer knowledge finds it almost impossible to function properly in society
The Technological Content Knowledge (TCK) construct of the Technological Pedagogical Content Knowledge (TPACK) model seeks to evaluate teacher knowledge about specific technologies, whether traditional or modern, that could be used in delivering certain aspects of the subject matter
This study assessed senior high school geography teachers’ TPACK in the teaching and learning of geography. It can be concluded from the study that geography teachers are professionally confident given their adequate knowledge about the subject matter of geography and their knowledge of the instructional techniques and methods appropriate for teaching the subject
Summary
The role of technology in education in the twenty-first century cannot be overemphasized. Amedzo (2007) posits that the world has reached a stage where a person without basic computer knowledge finds it almost impossible to function properly in society. Voogt (2010) highlights that ICT enhances integrative learning through the transformation of theories into practice. In Ghana, one area of concern regarding the use of technology is the educational sector. This sector seems to be lagging behind when it comes to integrating technology into teaching and learning. The situation in the second-cycle institutions is alarming as technological devices are mostly unavailable or insufficient (Afari-Kumah & Tanye, 2009). Improvement can, be seen at the tertiary level where “most universities are moving away gradually from depending on lecture notes and textbooks only, to online courses and e-resources” (Afari-Kumah & Tanye, 2009)
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