Home⇛Universal Journal of Educational Research⇛vol. 3 no. 3 (2024)

Science Teachers’ Knowledge of Technology, Its Usage and Challenges Faced during Integration

Emmanuel Awundin Azumah | Abel Nyimba Najah

Discipline: Education

 

Abstract:

This study investigated the knowledge of science teachers in educational technologies and how they are integrated in teaching science vis-à-vis their pedagogical content knowledge. The study further explored the challenges that science teachers face duringtechnology integration in teaching. The study took place in three Science-based Senior High Schools in Tamale and Sagnerigu Metropolis and Municipal respectively in Northern Region of Ghana. The study utilized technological pedagogical content knowledge commonly known as, TPACK model and employed a mixed method approach with a sequential explanatory design. Fifty science teachers from three science schools. These respondents were randomly selected to participate in the quantitative phase and twenty participants were purposively selected for the qualitative phase. Quantitative data was gathered using research questionnaires and qualitative data was gathered using classroom observation checklist and open-ended interview guide. The quantitative data was analysed with descriptive statistic of means and the qualitative data analysed thematically using the responses from the participants and the observers in the classroom observation. The study revealed that, there are more males in scienceand technology than thefemales. It further revealed that, some science teachers lack requisite knowledge in available educational technologies. Whereas some teachers who possess knowledge of the available technologies barely effectively integrated them into the PCK. The study indicated challenges such as inadequate training, lack of computers, poor internet, electrical connections in classroom among that impeded effective integration. The study therefore recommended an improvement in those challenges to allow for effectual integration of technology by science teachers.



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