Abstract:
The study explored teachers’ knowledge and practices in integrating technology into
teaching of Social Studies in JHS class in Effutu Municipality. The study was
modelled on descriptive survey design with sample size of 48 respondents, made up
of 27 Social Studies teachers and 21 ICT teachers. The instruments used to collect
data were the questionnaire and interview guide. Frequency count and percentages
were used to analyze the data. Mann-Whitney test was used to test the hypothesis.
The study found out that technologies like computers, projectors, internet and other
audio-visuals could be used to teach Social Studies. Again, it was found out that
teachers have positive perceptions of the use of technology in teaching Social Studies
although they weren’t sure of how technology positively affected students’ learning.
Also, it was found out that there was no significant difference in perception between
male and female teachers with regard to integrating technology into the teaching of
Social Studies. Finally, the study revealed that teachers face the challenge of
unavailability of technology resources, technical support, reliable power supply,
internet connectivity and motivation in their attempt to use technology in class. It is
recommended that The Ghana Education Service (GES) should organize seminars for
teachers to expose them to the various types of technology tools and materials
available and how to use them. Again, Ministry of Education should not only make
technology resources available in schools, but it should ensure that there are provision
of constant electricity, internet connectivity and technical support for the schools.
Finally, teachers should be innovative, crea
Description:
A Thesis in the Department of Basic Education, Faculty of Educational Studies,
submitted to the School of Research and Graduate Studies, University of Education,
Winneba, in partial fulfilment of the requirements for award of the Master of
Philosophy degree in Basic Education.
JULY, 2016
