Open AccessEvaluating the Technological, Pedagogical and Content Knowledge (TPACK) of ICT Teachers in Junior High Schools: A Case Study of the Abuakwa South Municipality in Ghana.
Author(s) -
Issah Bala Abdulai Mr
Publication year - 2021
Publication title -
journal of education and learning technology
Language(s) - English
Resource type - Journals
ISSN - 2720-7730
DOI - 10.38159/jelt.2021211
Subject(s) - information and communications technology , null hypothesis , psychology , significant difference , mathematics education , session (web analytics) , pedagogy , mathematics , computer science , statistics , world wide web
The study sought to examine ICT teachers’ knowledge regarding technology, pedagogy and content using the TPACK model. In all, 44 teachers were randomly sampled from the 54 Junior High Schools in the Abuakwa South Municipality. A questionnaire was used to gather quantitative data. ANOVA was used to interpret the data collected. The findings suggested that the overall teachers’ knowledge in TPACK was moderate, however, the knowledge of teachers in technology was high. The results also indicated a positive relationship among the various TPACK domains. However, the result rejected the null hypothesis and accepted the alternative hypothesis which shows that statistically there is a significant difference among the various TPACK domains. It was concluded that a lot must be done to help improve the teachers’ TPACK. The study recommended a regular professional learning session to close the gap of the teachers’ knowledge in technology, pedagogy and content in the municipality.Keywords: Technological, Pedagogical Content Knowledge (TPACK), Information and Communication Technology (ICT)