NAVIGATING GHANAIAN SCIENCE TEACHERS' PEDAGOGICAL PRACTICES OF INTEGRATING DIGITAL TECHNOLOGY INTO THEIR CLASSROOM INSTRUCTION

Seth Kwadwo Antwi, Mir Afzal Tajik

Abstract


Recent research shows that digital technology has transformed how teachers prepare, deliver, and assess their lessons. This paper examines why and how Ghanaian science teachers incorporate technology into their pedagogical practices. Using a descriptive phenomenology design, this study employed semi-structured interviews and classroom observations with 16 science teachers from four senior high schools in Ghana. The study’s findings reveal that the participants viewed technology integration as compatible with their constructivist teaching philosophy. They used the internet to search for additional information during lesson preparation. Due to limited digital technologies available in their schools, the participants mainly relied on their smartphones to display audiovisuals which they thought would enhance students' understanding of complex concepts. Moreover, technology is also used to manage students' test scores and communicate exam results to parents. Based on careful analysis of the empirical evidence and insights from the literature, this paper offers implications and recommendations for creating more awareness about technology's critically important role in 21st century education and resourcing schools with advanced digital technologies to maximize its potential benefits in the teaching and learning process.

 

Article visualizations:

Hit counter


Keywords


digital technology, science education, constructivist teaching, technology integration, student-centered learning

Full Text:

PDF

References


Abdusalomovna H S, 2020. Modern technologies in improving the quality of teaching. International Journal of Psychosocial Rehabilitation, 24(4), 7146–7154. https://doi.org/10.37200/ijpr/v24i4/pr2020529

Alzubi A, 2019. Teachers’ perceptions on using smartphones in English as a foreign language context. Research in Social Sciences and Technology, 4(1), 92-104. https://doi.org/10.46303/ressat.04.01.5

Asano R, Amponsah K D, Baah-Yanney O, Quarcoo F, Azumah D A, 2021. Using quality teaching and learning resources for effective integrated science education among Senior High Schools in Ghana. Education Quarterly Reviews, 4(3). https://ssrn.com/abstract=3887147

Azure J A, 2015. Senior high school students’ views on the teaching of integrated science in Ghana. Journal of Science Education and Research, 1(2), 49-61. https://doi.org/10.12691/education-6-11-13

Bayuo J, Abukari M A, Bornaa C S, Samari J A, Alagbela A A, 2022. Utilization of information and communication technology in teaching and learning of chemistry at senior high schools in Ghana. Contemporary Mathematics and Science Education, 3(2), ep22018. https://doi.org/10.30935/conmaths/12364

Bice H, Tang H, 2022. Teachers' beliefs and practices of technology integration at a school for students with dyslexia: A mixed methods study. Education and Information Technologies, 27(7), 10179–10205. https://doi.org/10.1007/s10639-022-11044-1

Bora A, Ahmed S, 2018. Fusion of ICT in mathematics learning to improve secondary school students’ academic achievement. International Journal of Scientific Research and Reviews, 7(4), 96-111. http://dx.doi.org/10.13140/RG.2.2.10945.40805/1

Braun V, Clarke V, 2006. Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Coffie I S, Frempong B B, Asare I, Appiah E, Taylore I, 2019. Exploring the use of technology in teaching physics at senior high schools in the Cape Coast metropolis of Ghana. International Journal of Innovative Research, 8(8), 64-71. https://doi.org/10.24940/ijird/2019/v8/i8/AUG19043

Creswell J W, 2007. Qualitative inquiry and research design: Choosing among five approaches (2 ed). Thousand Oaks, California: Sage Publications.

Donnelly D, McGarr O, O’Reilly J, 2011. A framework for teachers’ integration of ICT into their classroom practice. Computers & Education, 57(2), 1469-1483. https://doi.org/10.1016/j.compedu.2011.02.014

Ferlazzo L, 2019. Technology doesn’t replace good teaching. https://www.edweek.org/teaching-learning/opinion-technology-doesnt-replace-good- teaching/2019/11

Ghory S, Ghafory H, 2021. The impact of modern technology in the teaching and learning process. International Journal of Innovative Research and Scientific Studies, 4(3), 168-173. https://doi.org/10.53894/ijirss.v4i3.73

Gilakjani A P, Leong L, Ismail H, 2013. Teachers’ use of technology and constructivism. I. J. Modern Education and Computer Science, 4, 49-63. http://dx.doi.org/10.5815/ijmecs.2013.04.07

Haleem A, Javaid M, Qadri M A, Suman R, 2022. Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004

Harris J L, Al-Bataineh M T, Al-Bataineh A, 2016. One to one technology and its effect on student academic achievement and motivation. Contemporary Educational Technology,4, 368-381. https://doi.org/10.1016/j.susoc.2022.05.004

Hilton A, 2018. Engaging primary school students in mathematics: can iPads make a difference? International Journal Science Maths Education, 16(1), 145-165. https://doi.org/10.1007/s10763-016-9771-5

Jawaid M, Moosa F A, Jaleel F, Ashraf J, 2014. Computer-based assessment (CBA): perception of residents at Dow University of Health Sciences. Pakistan Journal of Medical Sciences, 30(4), 688-91. https://doi.org/10.12669/pjms.304.5444

Kaur V, Kaur A, Kaur K, Kaur S, 2016. The role of internet in education. International Journal of Scientific Engineering and Applied Science (IJSEAS), 2(11), 172-178. Retrieved from https://ijseas.com/volume2/v2i11/ijseas20161116.pdf

Khan I, Mehmood A, Jumani N B, 2020. Classroom practices of teacher educators: constructivist versus traditional approach. Journal of Research in Social Sciences, 8, 2305-6533. https://doi.org/10.52015/jrss.8i1.65

Kibirige I, Tsamago H E, 2019. Grade 10 learners’ science conceptual development using computer simulations. Eurasia Journal of Mathematics, Science and Technology Education, 15(7), em1717. https://doi.org/10.29333/ejmste/106057

Kumaraswamy M N, 2018. An effective use of ICT for education and learning. International Journal of Innovative Research and Advanced Studies (IJIRAS), 5(2), 195-201.

Kumari R, 2021. Role of ICT in constructivist teaching-learning. International Journal of Creative Research Thoughts, 9(3), 588-592. http://dx.doi.org/10.30780/IJTRS.V3.I1.2018.001

Liu P, 2016. Technology integration in elementary classrooms: Teaching practices of student teachers. Australian Journal of Teacher Education, 41(3), 87-104. http://dx.doi.org/10.14221/ajte.2016v41n3.6

Lynch M, 2016, October, 15. The dark side of educational technology. The Advocate. https://www.theedadvocate.org/dark-side-educational-technology/

Major L, Francis G A, Tsapali M, 2021. The effectiveness of technology‐supported personalised learning in low‐and middle‐income countries: A meta‐analysis. British Journal of Educational Technology, 52(5), 1935-1964. https://doi.org/10.1111/bjet.13116

Merriam S B, Tisdell E J, 2016. Qualitative Research: A Guide to Design and Implementation (4th ed.). San Francisco, CA: Jossey Bass. Retrieved from https://www.wiley.com/en-sg/Qualitative+Research%3A+A+Guide+to+Design+and+Implementation%2C+4th+Edition-p-9781119003618

Mihindo W J, Wachanga S W, Anditi Z O, 2017. Effects of computer-based simulations teaching approach on students' achievement in the learning of chemistry among secondary school students in Nakuru Sub County, Kenya. Journal of education and practice, 8(5), 65-75. http://dx.doi.org/10.52155/ijpsat.v36.1.4910

Moodley K, Callaghan P, Fraser W J, Graham M A, 2020. Factors enhancing mobile technology acceptance: A case study of 15 teachers in a Pretoria secondary school. South African Journal of Education, 40(2), 1-16. https://doi.org/10.15700/saje.v40ns2a1791

Moustakas C, 1994. Phenomenological research methods. Sage publications. Retrieved from https://methods.sagepub.com/book/mono/phenomenological-research-methods/toc

Murithi J, Yoo J E, 2021. Teachers’ use of ICT in implementing the competency-based curriculum in Kenyan public primary schools. Innovation and Education, 3(5), 2-11. https://doi.org/10.1186/s42862-021-00012-0

Ndihokubwayo K, 2017. Investigating the status and barriers of science laboratory activities in Rwandan teacher training colleges towards improvisation practice. Rwandan Journal of Education, 4(1), 47-54. Retrieved from https://eric.ed.gov/?id=ED595365

Okoreeh R, 2020. Factors that influence the use of information and communication technology among Ghanaian SHS science teachers and students: The case of Atwima Kwawoma district (Master’s thesis). https://ir.ucc.edu.gh/xmlui/handle/123456789/6974

Ovsyannnykov I, 2024, March 4. 12 Negative Effects of Technology in Education. Inspirationalfeed. https://inspirationfeed.com/negative-effects-of-technology-in-education/

Öz H., Özturan T, 2018. Computer-based and paper-based testing: Does the test administration mode influence the reliability and validity of achievement tests? Journal of Language and Linguistic Studies, 14(1), 67-85. Retrieved from https://www.researchgate.net/publication/324112270_Computer-based_and_Paper-based_Testing_Does_the_Test_Administration_Mode_Influence_the_Reliability_and_Validity_of_Achievement_Tests

Pejuan A, Bohigas X, Jaén X, 2016. An evaluation tool for physics applets. Journal of Technology and Science Education, 6(1), 36-51. https://doi.org/10.3926/jotse.172

Quansah R E, Sakyi-Hagan N A, Essiam C, 2019. Challenges Affecting the Teaching and Learning of Integrated Science in Rural Junior High Schools in Ghana. Science Education International, 30(4), 329-333. http://dx.doi.org/10.33828/sei.v30.i4.10

Robertson S N, Humphrey S M, Steele J P, 2019. Using technology tools for formative assessments. Journal of Educators Online, 16(2), n2. http://dx.doi.org/10.9743/JEO.2019.16.2.11

Roth K, 2020. Technology in Education: The Ongoing Debate of Access, Adequacy and Equity. New York: Bank. Retrieved from https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1250&context=independent-studies

Street College of Education. https://educate.bankstreet.edu/independent-studies/248

Shah R K, 2019. Effective social constructivist approach to learning for social studies classroom. Journal of Pedagogical Research, 3(2), 38-51. http://dx.doi.org/10.33902/JPR.2019254159

Shute V J, Wang L, 2016. Assessing and supporting hard-to-measure constructs in video games. To appear A. Rupp, & J. Leighton (Eds.), Handbook of cognition and assessment. New York, NY: Springer. https://doi.org/10.1002/9781118956588.ch22

Sobremisana V S, Aragon R C, 2016. Computer-Based Assessment: Its effects on students’ performance and attitude. Research Journal of Science and IT Management, 5(9), 10-18. https://doi.org/10.1016/j.chb.2017.03.028

Stosic L, 2015. The Importance of educational technology in teaching. International Journal of Cognitive Research in Science, Engineering and Education, 3(1), 111-114. http://dx.doi.org/10.23947/2334-8496-2015-3-1-111-114

Timmis S, Broadfoot P, Sutherland R, Oldfield A, 2016. Rethinking assessment in the digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454-476. http://dx.doi.org/10.1002/berj.3215

Tondeur J, Pareja Roblin N, van Braak J, Voogt J, Prestridge S, 2017. Preparing beginning teachers for technology integration in education: Ready for take-off?. Technology, Pedagogy and Education, 26(2), 157-177. https://doi.org/10.1080/1475939X.2016.1193556

Toroujeni S. M. H. (2022). Computerized testing in reading comprehension skill: investigating score interchangeability, item review, age and gender stereotypes, ICT literacy and computer attitudes. Education and Information Technologies, 27(2), 1771–1810. https://doi.org/10.1007/s10639-021-10584-2

Van der Kleij F M, Eggen T J, Timmers C F, Veldkamp B P, 2012. Effects of feedback in a computer-based assessment for learning. Computers & Education, 58(1), 263-272. https://doi.org/10.1016/j.compedu.2011.07.020

Wali, A.Z., & Omaid, M.E. (2020). The use of smartphones as an educational tool in the classroom: Lecturers' perceptions. Int. J. Emerg. Technol. Learn., 15, 238-247. http://dx.doi.org/10.3991/ijet.v15i16.14179

Yang D, Baldwin S J, 2020. Using technology to support student learning in an integrated STEM learning environment. International Journal of Technology in Education and Science, 4(1), 1-11. http://dx.doi.org/10.46328/ijtes.v4i1.22




DOI: http://dx.doi.org/10.46827/ejoe.v9i1.5788

Refbacks

  • There are currently no refbacks.


Copyright © 2016-2026. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).