Unpacking Technological Pedagogical Content Knowledge Level of Religious and Moral Education Teachers

Ebenezer Boakye

doi:10.7176/ikm/11-3-01

Abstract

The focus of this study was to unpack’ Technological Pedagogical Content Knowledge (TPACK) level of Religious and Moral Education (RME) teachers in Ghana, as well as the gender difference of teacher on their TPACK level. The researcher employed descriptive survey as the research design. Questionnaire was used as the research instrument to collect data from the teachers. The census technique was used to include all 136 RME teachers all 68 Public Junior High Schools in the KEEA Municipality for the study. The study revealed that RME teachers have high levels of TK, CK, PK but low level of TPACK. The study also unearthed that there was a statistically significant gender difference of teachers with respect to their TPACK level in that, male teachers were observed to have high TPACK level than their female counterparts. Based on the findings of the study, conclusions and recommendations are discussed in this work. Keywords: Technological, Pedagogical, Content, Knowledge, Teachers, Gender DOI: 10.7176/IKM/11-3-01 Publication date: April 30 th 2021

Highlights

Education all over the world has had binary focal objectives: to assist learners grasp the knacks of literacy and numeracy and to assist them build wholesome personality
Dwelling on the individual items, the results give indications that there were variations in terms of magnitude in the mean scores and standard deviations. Some of these prominent reasons include the fact that Religious and Moral Education (RME) teachers strongly agreed that they were capable of learning technology (M=4.88, SD=3.42)
This finding is essential because technology like culture is not static but rather, it keeps on changing and so teachers should always be ready to learn the new emerging technology for the effective and dynamic teaching in the modern age. Lending this to the Technological Pedagogical Content Knowledge (TPACK) theory, Mishra, and Koehler (2008), argue that technological knowledge involves the knowledge that is required to operate particular technologies. They added that technological knowledge is not fixed and teachers should have the ability to learn new technologies as they keep emerging and changing to effectively make use of them for teaching and learning process in this era of technological advancement

Summary

Introduction

Education all over the world has had binary focal objectives: to assist learners grasp the knacks of literacy and numeracy and to assist them build wholesome personality. Education help learners to acquire knowledge and skills to live a decent life in the society (Abroampa, 2007). According to Pelled (1996), a great and continuing purpose of education has been the development of sound moral and spiritual values in children. To fulfil this purpose, society calls upon all its social institutions to play a key role in the upbringing of young people. Society calls upon all its social institutions to play a key role in the upbringing of young people This is put squarely at the doorstep of the Religious and Moral Education teacher

Objectives

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Results

Conclusion