ICT integration

Technological Knowledge and TPACK of SHS Biology Teachers in Ghana

irjstem_f1 Abstract , , , , , ,

Technological Knowledge and TPACK of SHS Biology Teachers in Ghana
Corresponding email: [email protected]

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.

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The role of ICT integration on primary school learners’ cognition: A rural education perspective

admin_irjstem Abstract , , , ,

The role of ICT integration on primary school learners’ cognition: A rural education perspective
Corresponding email: [email protected] 

A B S T R A C T

Using the cognitive theory as a framework, this paper examines the ways in which the integration of Information and Communication Technology (ICT) in teaching and learning contributes to and supports content understanding among rural primary school learners. ICT plays a transformative role by altering traditional teaching methods and reshaping how learners engage with content. In rural educational settings, however, schools often face numerous contextual challenges, including inadequate physical infrastructure, limited computer access, insufficient educational programs, and unreliable internet connectivity. Despite these limitations, when integrated thoughtfully into an ICT-enabled curriculum, technology holds significant potential to transform instructional practices, accelerate learning processes, enhance skills acquisition, and deepen learners’ comprehension of academic content. The study was conducted through an interpretivist lens, employing a qualitative research methodology and a case study design. Data were gathered from six teachers teaching different subjects across three selected rural primary schools. The collected data were analysed using thematic analysis to identify emerging patterns and insights. The findings demonstrate that the integration of ICT into the teaching and learning process plays a crucial role in enhancing learners’ cognitive development, ultimately leading to improved academic performance. Based on these findings, the study advocates for the provision and effective implementation of ICT-enabled education in rural primary schools to promote the cognitive growth and academic success of learners, even in the face of contextual challenges that characterize many rural educational environments.

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Technology leadership and its integration to classroom instruction

admin_irjstem Abstract , , , ,

Mae A. Geresola, Samson M. Lausa
Corresponding email: [email protected]

A B S T R A C T

This study aimed to determine the principals’ technology leadership and its relation to the teachers’ technology integration into classroom instruction. Descriptive correlational research was employed where data was obtained using the researcher’s modified survey questionnaire intended to test the level of principals’ technology leadership and the level of teachers’ technology integration into classroom instruction. Mean and standard deviation, t-test, ANOVA, and Pearson’s correlation coefficient were the statistical tools used in the study. Findings revealed that the school principals’ technology leadership of being a visionary leader was high and in almost all of the constructs except on incorporating the school ICT plan with the strategic plans; motivating teacher(s) who needs ICT training to participate as part of their professional development; and recognizing and supporting faculty and staff with exemplary skills in the use of ICT which was very high. When grouped according to sex and age, principals’ technology leadership was high. On the other hand, the teachers’ technology integration was high but varies from low to very high when indicators of integration were considered individually. When grouped according to sex and age, teachers’ technology integration was high. There is no significant difference in the level of technology integration between male and female teachers. However, there is significant difference in the level of technology integration between younger and older teachers. This study concluded that there is no significant correlation between school principals’ technology leadership and teachers’ technology integration to classroom instruction.

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