Evaluating the Technological, Pedagogical and Content Knowledge (TPACK) of ICT Teachers in Junior High Schools: A Case Study of the Abuakwa South Municipality in Ghana.

Issah Bala Abdulai ORCID iD

Issue: Vol.2  No.1 June 2021  Article 1 pp. 1-9
DOI : https://doi.org/10.38159/jelt.2021211   |   Published online 24th June 2021.
© 2021 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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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)

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Issah Bala Abdulai is a Tutor in the Department of Mathematics and ICT at the Kibi Presbyterian College of Education. He holds a Master of Science (IT) from Sikkim Manipal University, India – Ghana campus and a Master of Education (Information Technology) from the University of Cape Coast, Ghana.

Abdulai, I.B. “Evaluating the Technological, Pedagogical and Content Knowledge (TPACK) of ICT Teachers in Junior High Schools: A Case Study of the Abuakwa South Municipality in Ghana.” Journal of Education and Learning Technology 2, no.1 (2021): 1-9. https://doi.org/10.38159/jelt.2021211

© 2021 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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