Renaissance of Social Studies Instruction in the Senior High Schools in Ghana: Technological Perspective

Abstract

The main purpose of this paper is to position Mishra and Koehler (2006) theoretical/conceptual framework “Technological Pedagogical Content Knowledge (TPACK)” as a contingent solution to the future of Social Studies teaching and learning. This paper is to offer a contingent solution to the Ministry of Education, Ghana, on the challenges of “ICT in Education” and how to boost teacher’s ICT/technological competencies, skills and knowledge to ensure maximum utilization of ICTs in education. This position paper recommend that teacher training institutions in Ghana should adopt the theoretical/conceptual framework “Technological Pedagogical Content Knowledge” by Mishra and Koehler (2006) as a course design to enable said Social Studies teachers grasp the requisite competencies and skills to effectively integrate the three knowledge domains (technology, content and pedagogy). Furthermore, this position paper recommend that Ministry of Education, the Curriculum Research Development Division (CRDD), Social Studies curriculum Specialists/Experts, Regional, District as well as Heads of various Second Cycle Institutions should organize periodic technological training and workshops on 21^st century teaching and learning methods to enable Social Studies teachers acquire, grasp and possess the needed requisite competencies to effectively integrate technology in education

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