Technology in Teaching and Learning at the Basic School: A TPACK Report on Teachers at Aman from Ngleshie Cluster Basic Schools in the GA South Municipality of Ghana

Abstract

Technology has become part of the education system as it has contributed in several ways to improve teaching and learning in basic schools. However, basic schools in the Ga South, particularly, Amanfrom Ngleshie, seem to be behind time in the use of ICT. This study, thus, assessed teachers' TPACK capacity to integrate technology into the curriculum (teaching and learning) of basic schools in Ghana. The study employed the quantitative method and used the correlational design. A total of 103 out of 139 teachers from 11 basic schools were sampled, using the proportionate random sampling techniques. Statistical tools of mean, standard deviation and Pearson product-moment coefficients were used for data analyses. The results showed that teachers have high technological knowledge. It was also revealed that the teachers have appreciable pedagogical knowledge. Further, it was found that the teachers have very high content knowledge. Finally, significant positive relationships were found among technological, pedagogical and content knowledge components of TPACK, and their dyadic subscales or intersections. It was concluded that teachers have the capacity, as far as TPACK is concerned, to integrate technology into curriculum andthe general education system in Ghana. It was recommended that science and technology be incorporated into the curricula of colleges of education and universities, and be studied throughout a potential teacher's study period. Suggestions were also made for further studies.