Technological Knowledge and TPACK of SHS Biology Teachers in Ghana
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A B S T R A C T
The study aimed to examine the technological knowledge (TK) and technological pedagogical content knowledge (TPACK) of senior high school (SHS) biology teachers in some municipalities in the Greater Accra Region, Ghana. Methods: Guided by two research objectives, the study employed an explanatory sequential mixed-methods design. The quantitative data in this study were obtained from 73 senior high school biology teachers in 31 senior high schools using a validated structured questionnaire, which was adapted from the Items for TPACK Survey (ITS). Data were collected using qualitative methods such as classroom observations and semi-structured interviews with two teachers who were purposively selected. Results: Teachers’ self-reported technological knowledge was moderate (M = 4.25; SD = 0.77), while the availability of modern digital tools was limited, with 63% of the teachers stating that there was no access to ICT in their schools. The results showed that students’ self-reported TPACK was found to be positive (M = 4.22, SD = 0.76); however, classroom observation data indicated that students rarely used technology in their biology lessons, and the use of technology was consistently low. The results of an independent-samples t-test revealed that there was no significant difference in TPACK between the two groups of teachers, professionally qualified and non professionally qualified (t = −1.20; df = 71; p = 0.24; Cohen’s d = 0.19). Implications: The results reveal a serious discrepancy between the perceived and real technological competency, which is partly due to the lack of ICT infrastructure and systemic deficiencies in pre-service and in-service teacher training. Policy issues related to the provision of ICTs, pre-service training of teachers, and in-service training of teachers are discussed.