scholarly journals Technology Integration into the Teaching and Learning of Geography in Senior High Schools in Ghana: A TPACK Assessment

2021 ◽  
pp. 80-90
Author(s):  
Bismark Mensah ◽  
Adjoa Afriyie Poku ◽  
Augustine Yao Quashigah
Keyword(s):  
High Schools ◽  
Student Teachers ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Survey Design ◽  
Tertiary Education ◽  
Research Problem ◽  
Pedagogical Content ◽  
High Level ◽  
Descriptive Survey

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.

scholarly journals DISCIPLINE IN EDUCATION: CAUSES AND POSSIBLE STRATEGIES TO CURB EXAMINATION MALPRACTICES IN SENIOR HIGH SCHOOLS

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Ben Adzrolo ◽  
Kenneth Asamoah-Gyimah ◽  
Andrews Cobbinah ◽  
Ruth Annan-Brew
Keyword(s):  
High Schools ◽  
Academic Success ◽  
Teaching And Learning ◽  
Work Performance ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Academic Work ◽  
Teaching And Learning Environment ◽  
Teaching Learning ◽  
Descriptive Survey

<p>This paper investigated the causes and possible strategies to minimize examination malpractices in Senior High Schools (SHSs) in Ghana. A descriptive survey design with a quantitative approach was used for the study. Proportional stratified and simple random sampling techniques were used to select a sample of 335 respondents which comprised 302 students and 33 teachers. Frequencies, percentages, means and standard deviations were used to analyse the data gathered. The findings revealed that the leading cause of examination malpractices was ‘insufficient students’ preparation for WASSCE and Public education on effects of examination malpractices has also emerged as the number one strategy to minimize the menace. It was concluded that in schools where a conducive environment and teaching/ learning materials are not provided for effective academic work, performance falls below what is expected, to achieve academic success, students and teachers engage in examination malpractices to raise the academic image of the school. It was recommended that school authorities provide a conducive teaching and learning environment to ensure effective academic work in schools to minimize the menace.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0896/a.php" alt="Hit counter" /></p>

scholarly journals BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS’ PERSPECTIVES

2020 ◽  
Vol 19 (6A) ◽  
pp. 1055-1067
Author(s):  
Thasmai Dhurumraj ◽  
Sam Ramaila ◽  
Ferhana Raban ◽  
Ahmed Ashruf
Keyword(s):  
Stem Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Survey Design ◽  
Pedagogical Practices ◽  
Online Teaching And Learning ◽  
Pedagogical Content ◽  
Educational Pathways ◽  
And Mathematics ◽  
Descriptive Survey

COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM). The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics. Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices. Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed. Keywords: COVID-19, online teaching, pandemic, pedagogy, STEM, teaching practices

scholarly journals Extent of Integration of Information and Communication Technologies in Classroom Instruction in Nepad E-Schools, Kenya

2020 ◽  
Vol 4 (3) ◽  
pp. 56
Author(s):  
Jackson Mobisa Mogeni ◽  
Prof. Samson R. Ondigi ◽  
Dr. Bernard C. Mugo
Keyword(s):  
Information And Communication Technologies ◽  
Word Processing ◽  
Teaching And Learning ◽  
Survey Design ◽  
Descriptive Analysis ◽  
Target Population ◽  
The Body ◽  
Theory And Practice ◽  
Observation Data ◽  
Descriptive Survey

Purpose: The purpose of this study was to determine the extent to which teachers integrate ICTs in classroom teaching and learning in NEPAD e-Schools, Kenya.Methodology: This study adopted a descriptive survey design and collected quantitative and qualitative data using mixed methods. The target population were 256 teachers. Sampling was done employing a mixture of techniques; stratified sampling to pick 5 schools, and purposive sampling to pick 110 teachers. Data were collected using questionnaire, resources checklist and observation. Data were coded, and run for descriptive analysis; including frequencies, percentages, measures of central tendency and measures of variability using SPSS version 22.0. Data were then presented aided by notes, frequency tables, percentages, charts and figures.  Findings: Schools had functional, but unreliable electricity, and had altered ICTs to different degrees and directions; some had either been replaced or totally lost. The schools faced maintenance challenges; impeding ICTs integration in instruction. More teachers infrequently, or rarely integrated ICTs than those who did so regularly. The mean frequency of ICTs integration was once a month. Computers and word processing were teachers’ most preferred ICT tools. Teachers mainly used ICTs to illustrate main ideas during lessons. Subject content mostly determined choice and use of instructional ICTs. Most teachers found ICTs integration being generally easy, had above average proficiency in integrating ICTs, and could apply their technological, pedagogical and content knowledge well. The study concludes that teachers are alienated from integrating ICTs frequently owing to their location. Therefore, there is need to designate more places for teachers to be unimpeded from accessing and integrating ICTs.Unique contribution to theory, practice and policy: The study lends insights to other instructional ICTs initiatives to reminisce and study as they initiate or expand their projects; like provision and sustenance of infrastructure, tools, and support services. It also contributes to the body of knowledge in educational technology, which might inform theory and practice in ICTs integration. It could also inform the development of best practices in application and integration of ICTs in instruction.

Exploring the Perspectives of Basic School Ghanaian Language Teachers on the Integration of ICTs in Teaching and Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 242-264
Author(s):  
Ernest Nyamekye ◽  
Daniel Baffour-Koduah ◽  
Esther Asare
Keyword(s):  
Teaching And Learning ◽  
Survey Design ◽  
Language Teaching ◽  
Language Teachers ◽  
Ict Integration ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Service Training ◽  
Basic School ◽  
Descriptive Survey

Since the advent of Information and Communication Technology (ICT), teaching and learning have somewhat taken a paradigm shift. It is, thus, imperative for teachers in all disciplines to appreciate the essence of integrating ICTs in teaching and learning. In this regard, this study sought to explore Basic School Ghanaian Language teachers’ perceptions of ICT integration in Ghanaian language teaching. The study employed a descriptive survey design. Stratified random sampling was used to obtain data from 205 teachers in the Bono, Bono East and Ahafo region of Ghana. Analysis of data collected through a self-developed questionnaire reveals that Ghanaian language teachers exhibit a positive perception of ICT integration in education. However, in practice, they tend to integrate ICT in their instruction on occasional basis. Also, it was revealed that a lack of financial support for ICT resources and lack of in-service training on ICT use were factors that militated against ICT integration in Ghanaian language teaching. Finally, the study revealed a statistically significant difference between degree holders and diploma holders’ perception of ICT integration in teaching and learning Ghanaian language.

scholarly journals Practices and Challenges of Continuous Assessment in Colleges of Teachers Education in West Oromia Region of Ethiopia

2020 ◽  
Vol 5 (1) ◽  
pp. 8
Author(s):  
Gemachu Oli ◽  
Teklu Tafase Olkaba
Keyword(s):  
Student Teachers ◽  
Survey Design ◽  
Narrative Form ◽  
Continuous Assessment ◽  
Job Experience ◽  
Instructional Content ◽  
Standard Set ◽  
Major Factors ◽  
Lack Of Commitment ◽  
Descriptive Survey

The main purpose of this study was to investigate the practices and challenges of continuous assessment in colleges of teachers’ education in western Oromia region. For this study, the researchers selected three colleges of teachers education purposely based on the job experience. The researchers selected Nekemte, Dembi Dollo and Shambo colleges teachers education from well, medium, lower experienced respectively. A descriptive survey design involving both qualitative and quantitative approaches was employed. 134 student-teachers and 178 college teachers were selected and participated in the study. The quantitative data was collected through a questionnaire and observation checklist and analyzed using frequency and percentage, whereas, the qualitative data interview and document analysis were analyzed using the narrative form and interpretative way. The finding of the study revealed that the extent of practicing continuous assessment in class is low. The study also showed that teachers have positive perceptions toward continuous assessment and they accepted continuous assessment as important to improve the achievement of learners. The finding disclosed that large class size, shortage of time, teachers workload, the low interest of students, large instructional content, and lack of commitment among teachers as the major factors hindering the practice of continuous assessment in colleges of teachers education. The researchers recommend that educational authorities and stockholders should make effort to students per class to manageable numbers, College administrators should allow teachers to cover the minimum workload than overloading above the standard set for the college of teachers education.

scholarly journals Employers’ Perception and Expectations of Professional Competency of Distance Learning Graduates: A Tracer Study of Nursing Graduates of the National Open University of Nigeria (NOUN)

Open Praxis ◽  
2018 ◽  
Vol 10 (3) ◽  
pp. 265
Author(s):  
Dorothy Ofoha ◽  
Onyeka Iwuchukwu
Keyword(s):  
Survey Design ◽  
Significant Proportion ◽  
Quadrant Analysis ◽  
Open University ◽  
Tracer Study ◽  
Graduate Nurses ◽  
Professional Competency ◽  
High Level ◽  
Descriptive Survey ◽  
National Open University

This tracer study was designed to track National Open University of Nigeria (NOUN) graduate nurses in their places of work with a view to ascertaining their level of professional competency and to explore employers’ expectation of graduate competencies. The study employed the descriptive survey design. Participants included 222 NOUN alumni who graduated in nursing programme and a corresponding 222 heads/top-level managers of the organizations where the graduate nurses were employed. Multiple instruments were used to collect data including competency test, survey questionnaire, and direct observation. A number of remarkable findings emerged from this study, both expected and unexpected. Majority of sampled graduates appeared to possess high level of professional competency in all three competency dimensions measured. A significant proportion of employers seemed to hold high perception regarding the graduates. In matching the employers’ perception of ODL graduates against actual competencies of NOUN graduate nurses with the use of quadrant analysis, the resulting values showed that a significant proportion of the graduates met and exceeded employer expectation.

Listening and Learning through ICT with Digital Kids

2016 ◽  
pp. 1016-1037
Author(s):  
Dianne Forbes
Keyword(s):  
Student Teachers ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Social Dynamics ◽  
Case Reports ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Listening Skills ◽  
Theoretical Perspectives ◽  
Information And Communication

The following case reports on the involvement of children in online discussion with student teachers within initial teacher education in New Zealand. The focus is on listening to children, with wider implications for listening as a professional capability extending beyond the teaching profession. In this case, student teachers and pupils communicated online, exchanging ideas, debating, and engaging in co-construction of understandings around the place of Information and Communication Technologies in teaching and learning. The case explores the interaction and social dynamics observed and mutual learning experienced, with links to theoretical perspectives including constructivist and democratic pedagogies. Implications for improved practice are considered. It is argued that there is a need to explicitly teach listening skills and to encourage professionals in training to listen to clients. It is argued that the online environment is an excellent training ground for developing effective listening skills as it lends itself to reflective practice and to meta-listening awareness.

Ingestion and integration of ICTs for pedagogy in Indian private high schools

2020 ◽  
pp. 204275302095749 ◽  
Author(s):  
Arnab Kundu ◽  
Tripti Bej
Keyword(s):  
High Schools ◽  
Private Schools ◽  
Teaching And Learning ◽  
Theory Approach ◽  
Ict Integration ◽  
Ict Infrastructure ◽  
School Pedagogy ◽  
Teaching Learning ◽  
High Level ◽  
Classroom Integration

In most cases, private schools in India are considered to have sufficient ICT resources for teaching-learning in 21st century classrooms and are assumed to be leaders in technology integration in the school pedagogy in this country. This study aimed to investigate the state of ICT integration and the degree of expertise these schools have attained. A survey of forty teachers from twenty purposively selected private high schools was conducted using a set interview protocol. Data were analyzed following the grounded theory approach. Results revealed that despite a high level of appreciation among teachers of the importance of ICT integration into teaching and learning classroom integration was not found problem-free. Several debilitating factors evolved including, a lack of ICT infrastructure, a lack of institutional encouragement, weak policies, and above all a lack of sufficient skills among teachers at all levels- technological, pedagogical, and integrative. This shows poor conviction in the hypothesis that private schools are good at ICT integration. Based on the analysis the study proposed 3E-Model along with a program of action for its implementation to improve ICT integration by dampening down the challenges and recommending schools to establish independent authorities; for example Working School Governing Bodies (WSGBs) that would look after the model and issues relating to the promotion of ICT integrated pedagogies in schools.

scholarly journals “Careful, Now You Are both the Learner and the Teacher!”: Student Teachers’ Evaluation of Inquiry-Based Peer Lecturing as a Tool in Teacher Training

2017 ◽  
Vol 10 (6) ◽  
pp. 100
Author(s):  
Dominique-Esther Seroussi ◽  
Yossi Yaffe ◽  
Rakefet Sharon
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Multiple Sources ◽  
Pedagogical Content ◽  
Teacher Student ◽  
Level Of Knowledge ◽  
Training Activities ◽  
Science Teacher Training ◽  
High Level ◽  
Class Presentation

Linking between pedagogical content knowledge and high-level subject-matter knowledge in science teacher training remains a challenge. This paper analyses the reaction of beginning student teachers to an activity designed for this purpose, peer lecturing. This activity was a part of the requirements of an introductory zoology course, and included students’ literature inquiry processes oriented to answer a question linked to the course’s contents, followed by whole class presentation of the knowledge acquired in the inquiry. According to students’ view, it seems that the inquiry component and the peer learning component of the activity induced original characteristics in the activity concerning student teachers’ self-concept, students’ beliefs about the level of knowledge needed to teach science, their treatment of prior conceptions, and multiple sources of reflective thinking on science teaching. On the basis of these results, the further development of teacher training activities is envisioned.

Sign in / Sign up

Export Citation Format

Share Document