Investigating the Technological Pedagogical Content Knowledge of Social Studies Teachers in the Senior High Schools in the Kumasi Metropolis of Ghana

Abstract

The purpose of this study was to investigate the technological pedagogical content knowledge of Social Studies teachers in the Senior High Schools in the Kumasi Metropolis in the Ashanti Region of Ghana. The study employed descriptive survey. The population comprised all the 136 Social Studies teachers in the nineteen public Senior High Schools in the Kumasi Metropolis. Structured questionnaires and an observation checklist were used to collect data. The mean of means obtained on the various research questions indicated that Social Studies teachers possessed technological knowledge, technological content knowledge, technological pedagogical knowledge as well as technological pedagogical content knowledge. It is recommended that circuit and regional supervisors and school headmasters should engage in some form of persuasion to encourage Social Studies teachers to learn the use of technological resources such as technology journals, publications, educational blogs, online magazines, and newsletters, online tutorials and videos to get the necessary technological pedagogical content competencies. Also, technological integration course among Social Studies teachers should be developed and mounted within our teacher training institutions.

Keywords: Technological Knowledge, Technological pedagogical Knowledge, Technological Content Knowledge, Technological Pedagogical Content Knowledge.