Journal of Education and Learning Technology (JELT) - ISSN 2720-7730

Akram, Huma, Yang Yingxiu, Ahmad Samed Al-Adwan, and Ali Alkhalifah. “Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model.” Frontiers in Psychology 12 (August 26, 2021). https://doi.org/10.3389/fpsyg.2021.736522.

Brown, L., and M. Lee. “  Promoting Social Responsibility and Ethical Leadership in Religious Education.” Journal of Moral Education 47, no. 3 (2018): 339–54.

Chen, Shih-Yeh, Chao-Yueh Hung, Yao-Chung Chang, Yu-Shan Lin, and Ying-Hsun Lai. “A Study on Integrating Augmented Reality Technology and Game-Based Learning Model to Improve Motivation and Effectiveness of Learning English Vocabulary.” In 2018 1st International Cognitive Cities Conference (IC3), 24–27. IEEE, 2018. https://doi.org/10.1109/IC3.2018.00015.

Ching, Cynthia Carter, and Anthony W Hursh. “Peer Modeling and Innovation Adoption among Teachers in Online Professional Development.” Computers & Education 73 (2014): 72–82.

Collins, Linda J, and Xin Liang. “Examining High Quality Online Teacher Professional Development: Teachers’ Voices.” International Journal of Teacher Leadership 6, no. 1 (2015): 18–34.

Davis, Fred D. “Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology.” MIS Quarterly 13, no. 3 (September 1989): 319. https://doi.org/10.2307/249008.

Digregorio, Peter, and Karen Sobel-Lojeski. “The Effects of Interactive Whiteboards (IWBs) on Student Performance and Learning: A Literature Review.” Journal of Educational Technology Systems 38, no. 3 (2010): 255–312.

Dorner, Helga, and Andrea Kárpáti. “Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training.” Journal of Asynchronous Learning Networks 14, no. 4 (2010): 63–77.

Finger, Glenn, Romina Jamieson-Proctor, and Peter Grimbeek. Teaching Teachers for the Future Project: Building TPACK Confidence and Capabilities for Elearning. ERIC, 2013.

Fishman, Barry, Spyros Konstantopoulos, Beth W Kubitskey, Richard Vath, Gina Park, Heather Johnson, and Daniel C Edelson. “Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation.” Journal of Teacher Education 64, no. 5 (2013): 426–38.

Gay, L.R., G.E. Mills, and P.W. Airasian.  Educational Research: Competencies for Analysis and Application. 10th ed.  Upper Saddle River, NJ:  Merrill Prentice Hall, 2012.

Gnambs, Timo. “The Development of Gender Differences in Information and Communication Technology (ICT) Literacy in Middle Adolescence.” Computers in Human Behavior 114 (2021): 106533.

Grabe, M., and C. Grabe.  Integrating Technology for Meaningful Learning  . 5th ed. Boston, NY:  Houghton Mifflin, 2007.

Hawkins, P., and N. Smith. “ Transformational Coaching.” In The Complete Handbook of Coaching, edited by E. Cox, T. Bachkirova, and D. Clutterbuck, 231–44. London: Sage, 2010.

Hebgen, Lisa M. “Examining the Effectiveness of a Professional Learning Opportunity Focused on Student-Centered Coaching: Perceptions from Instructional Coaches.” Capella University, 2017.

Hicks, Stephanie Diamond. “Technology in Today’s Classroom: Are You a Tech-Savvy Teacher?” The Clearing House: A Journal of Educational Strategies, Issues and Ideas 84, no. 5 (August 11, 2011): 188–91. https://doi.org/10.1080/00098655.2011.557406.

Hobson, Andrew J, Patricia Ashby, Angi Malderez, and Peter D Tomlinson. “Mentoring Beginning Teachers: What We Know and What We Don’t.” Teaching and Teacher Education 25, no. 1 (2009): 207–16.

Jalbout, M., and S. Farah. “Exploring the Potential of Technology to Deliver Education and Skills to Syrian Refugee Youth.” Global Business Coalition for Education & Their World, 2016. http://gbc-education.org/wp-content/uploads/2016/02/Tech_report_online3.pdf.

Jogezai, Nazir Ahmed, Fozia Ahmed Baloch, Muhammad Jaffar, Tariq Shah, Gulab Khan Khilji, and Siraj Bashir. “Teachers’ Attitudes towards Social Media (SM) Use in Online Learning amid the COVID-19 Pandemic: The Effects of SM Use by Teachers and Religious Scholars during Physical Distancing.” Heliyon 7, no. 4 (2021).

Kausar, Fahd Naveed, Sara Abid, and Khoshnud Javeed. “Effect of Classroom Management Techniques on Secondary Students’ Performance in District Narowal.” Annals of Human and Social Sciences 3, no. 3 (2022): 168–78.

Lally, Vic, Madeleine Sclater, and Ken Brown. “Technologies, Learning and Culture: Some Emerging Themes.” Research in Comparative and International Education 13, no. 1 (March 17, 2018): 227–35. https://doi.org/10.1177/1745499918770951.

Lin, Jie, Wei Yu, Nan Zhang, Xinyu Yang, Hanlin Zhang, and Wei Zhao. “A Survey on Internet of Things: Architecture, Enabling Technologies, Security and Privacy, and Applications.” IEEE Internet of Things Journal 4, no. 5 (2017): 1125–42.

Loveless, Avril. “Perception versus Use: Technology in Education.” Convergence 5, no. 4 (1999): 126–28.

Lyle, Kenneth E. Teachers’ Perceptions of Their Technology Education Curricula. Immaculata College, 2009.

Moolenaar, Nienke M., Peter J.C. Sleegers, and Alan J. Daly. “Teaming up: Linking Collaboration Networks, Collective Efficacy, and Student Achievement.” Teaching and Teacher Education 28, no. 2 (February 2012): 251–62. https://doi.org/10.1016/j.tate.2011.10.001.

Moyle, Kathryn. “A Guide to Support Coaching and Mentoring for School Improvement,” 2016.

Plair, Sandra Kay. “Revamping Professional Development for Technology Integration and Fluency.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas 82, no. 2 (2008): 70–74.

Seidu, A. Modern Approaches to Research in Educational Administration. Revised Edition. Kumasi: Payless Publication Limited, 2007.

Dr. Christian Addai-Poku is currently the President of Education International, African Region and the Secretary-General for the African Federation of Teaching Regulatory Authority and the Registrar of the National Teaching Council of Ghana. He is a professional teacher with 30 years teaching experience. He once served as the Head Master at the Oppong Memorial and Asanteman Senior High Schools. He was also the former Vice President and the President of the National Association of Graduate Teachers in Ghana (NAGRAT). Christian led NAGRAT to establish the Ghana Education Service Occupation Pension Scheme and secured funding from Canada for leadership training for leaders of teacher Unions.

Lawrence Sarpong is a professional teacher who has taught at all the educational levels in Ghana. He is a coordinator and tutor for the College of Distance Education, University of Cape Coast and was a teacher educator for the College of Education.  Mr Sarpong has done extensive work on teacher education in the In-Service and Pre-Service sectors in Ghana. He is the chief architect of the Mentoring and Coaching and the CPD Frameworks for Pre-tertiary Teachers in Ghana. He facilitated the development of the National Teacher Learning Management platform and the Teacher Online Accountability Portal (point-based portal for CPD and Portfolio Development) in Ghana. Lawrence is PhD candidate from the University of Cape Coast in Ghana, holds an MPhil in Science Education, an M.ED in Science Education, and a B.Ed in Science Education.

Desmond Allotey-Pappoe is a distinguished educator with fourteen years of experience in the Ghanaian education sector. He holds a Master’s degree in Educational Management and Administration and a Bachelor of Education in Basic Education. In his current role as Senior Officer in the Department of Continuous Professional Development at the National Teaching Council, Desmond has led several key initiatives. He successfully coordinated the Coaching and Mentoring Programme under the World Bank Ghana Accountability and Learning Outcome Project. He was also a member of the technical working group that developed guidelines for addressing sexual harassment in secondary education institutions in Ghana. Additionally, Desmond plays a crucial role in reviewing the Continuous Professional Development Framework for pre-tertiary teachers and participated in the multidisciplinary and intergovernmental committee of the Ghana Commission for UNESCO, assessing the status of Education for Sustainable Development (ESD) in Ghana.

Alexander Obiri Gyampoh is a Ghanaian educator with 17 years of Teaching experience from basic education level to tertiary Level, he holds a Bachelor of Science Education degree in Chemistry from the University of Education, Winneba, and a Master of Science in Environmental Science from the Kwame Nkrumah University of Science and Technology (KNUST). With extensive teaching experience, he has served as a School Improvement Advisor for T-TEL, Compliance Officer for the National Teaching Council. He is also a Science Tutor and Academic Affairs Officer at Kibi Presbyterian College of Education. In addition to his teaching career, Gyampoh has made significant contributions to educational research, publishing in high-impact peer-reviewed journals and contributing to various research studies, including the impact of online learning tools and teaching strategies during the COVID-19 pandemic. His research interests include flipped teaching, analytical chemistry, sustainability, blended learning, science technology and society, ICT in teaching, and educational technology as well as science education.

Benjamin Aidoo is a PhD candidate at the School of Education, University of Iceland. He holds a Master of Science in Environment and Natural Resources from the University of Iceland in 2015, master’s in education in Curriculum and Instructions in Science from Concordia University in 2015, a Bachelor of Education in science, and a Diploma in Teaching in 2008 and 2000 respectively all from the University of Cape Coast, Ghana. His research interest includes Science education, teacher education, inquiry-based teaching, flipped teaching, online learning, educational research design, blended learning, sustainability, science technology and society, ICT in teaching, and educational technology.

Maxwell Bunu is a distinguished educator with 25 years of experience in Ghana’s educational sector, currently serving as an Assistant Lecturer at Ada College of Education. He holds a Master’s degree in Science Education (2011) and a Bachelor’s degree in Science Education (2006) from the University of Cape Coast (UCC). Specializing in biology and chemistry, Maxwell has trained numerous students, with 55 achieving First Class honours this year. He has contributed to the development of Professional Development Sessions and manuals for the Colleges of Education in Ghana, supported by T-TEL and NaCCA. Additionally, he works with the National Teaching Council (NTC) as a Compliance Officer. Maxwell’s research focuses on innovative teaching methods and the enhancement of science education, reflecting his commitment to improving educational practices in Ghana.

Kwame Affro Oduro-Awisi is an educator with thirty years of experience. He has taught at all levels of the educational ladder in the Ghanaian educational system. He is now an Assistant Lecturer at Kibi Presbyterian College of Education and also a part-time Lecturer at Valley View University (Kumasi Campus). He is a scholar of Religious and Moral education. Kwame had his degree and MPhil programs in Religious Studies at Kwame Nkrumah University of Science and Technology.

Addai-Poku, Christian, Lawrence Sarpong, Desmond Allotey-Pappoe, Alexander Obiri, Gyampoh, Benjamin Aidoo, Maxwell Bunu & Kwame Affro Oduro-Awisi.”The Impact of Technology Induced Professional Development Model on Coaching and Mentoring of Teachers.” Journal of Education and Learning Technology 5, no.6 (2024): 83-94.  https://doi.org/10.38159/jelt.2024562