An investigation of technological pedagogical and content knowledge of visual art teachers in selected Senior High Schools in Kumasi Metropolis
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Date
2021-06-22
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Abstract
A lot of studies on TPACK for teachers has been done concerning the integration of
technology in classroom instructions on different. But the problem is, there hasn`t
been any studies done concerning the TPACK of Visual Art teachers in Ghana.,
Therefore the research sought to investigate the TPACK of Visual Art teachers in
Kumasi Metropolis to investigate the Technological Pedagogical and Content
Knowledge (TPACK) of Visual Art Teachers in Kumasi Metro to find out their
efficient use of technologies, Competences of technology and Barriers preventing
them in integrating technology in the teaching of the visual art subjects. TPACK is
Knowledge of various technology-oriented teaching approaches that can be used to
deliver subject matter. In view of this, Research questions were formulated based on
the objectives of the study. The objectives are: 1.To investigate the access to
Technology by Visual Art teachers in Kumasi Metropolis 2. To examine the level to
which Visual Art teachers in Kumasi Metropolis use Technology for classroom
activities 3.To examine the competences of technology integration by Visual Art
teachers in Kumasi Metropolis 4.To explore the barriers and concerns preventing
technology integration by Visual Art teachers in Kumasi Metropolis. Qualitative
research method based on descriptive survey design was used for the study.
Questionnaire was formulated based on Technological Pedagogical Content
Knowledge (TPACK) Questionnaire serving as an instrument for testing the Visual
Art teachers in Kumasi Metropolis. Four public Senior High Schools in Kumasi
Metropolis were selected for the study. The population for the study was 30
respondents to fill out the questionnaire which was formulated. Statistical Package
for Service Solution (SPSS 21.0) and Graphical representations of Charts and tables
were used to analyzed the data. The research found out evidently that, Visual Art
teachers of Kumasi Metropolis have the technological knowledge and they are able
to access technology on their own. It was also found that, the absence of
Technological Pedagogical Knowledge (TPK) and Technological Content
Knowledge (TCK) of Visual Art teachers in Kumasi Metropolis is low, this means
that the Visual Art teachers would receive instructional teaching methods that are
without digital devices and they will dwell more on textbooks to present their subject
matter. The research also found that, Visual Art teachers Technological Pedagogical
Content Knowledge (TPACK) is moderately low due to this the competences of
using technological tools or devices to integrate technology into classroom pedagogy
and content is low and this is actually going to hinder their success in subject
delivery. In respect to these findings, it was recommended that, The Teacher Training
Institutions (UEW, UCC, KNUST) ought to restructure their course programs to help
Visual Art teachers improve more on their Technological content Knowledge. Again,
The Government of Ghana together with GES should capitalize on this research
provide frequent workshop for Visual Art to aid them on how the can easily integrate
technology into their classroom instructions.
Description
A thesis submitted to the Department of Educational Innovations in Science and Technology, Kwame Nkrumah University of Science and Technology, Kumasi in partial fulfillment of the requirements for the Degree of Master of Philosophy in Art Education Faculty of Art, College of Art and Built Environment.
Keywords
technological pedagogical, visual art, knowledge, Senior High Schools, Kumasi Metropolis