RELIGIOUS AND MORAL EDUCATION (RME) TEACHER’S TECHNOLOGICAL CONTENT KNOWLEDGE BASE IMPACT ON STUDENTS IN JUNIOR HIGH SCHOOLS IN GHANA

Solomon Appiah

VOLUME01ISSUE03

ABSRACT


Religious and Moral Education (RME) is an indispensable subject in the Ghanaian educational enterprise. The study was conducted to find out teachers’ technological content knowledge in the teaching of Religious and Moral Education (RME) in Aowin municipality in the Western Region of Ghana.  The descriptive survey was the design for the study. The population included all (RME) teachers in the Aowin municipality. However, a sample population of 33 RME teachers were used for the study through simple random sampling technique. The data was organized into tables, frequencies, percentages and means in line with the research questions which guided the study. The study revealed that teachers generally had the technological competence in teaching RME but these competencies were mostly manifested in their use of lower levels of technology. Teachers also possessed adequate content knowledge of RME which they appropriately displayed in class. However, the teachers had little knowledge in the Islamic aspect as compared to the other aspects of RME. The study recommended that the Ghana Education Service organize intensive In-service training for teachers on the need to integrate technology in teaching RME. It also recommended that teachers read more on the Islamic aspect of RME in order to have adequate knowledge on it. It was finally recommended that the teacher preparation programmer should provide opportunities for potential teachers to learn more skills in integrating technology and content skills in teaching. Consequently, supervisors in basic schools including head teachers, circuit supervisors should strengthen their supervisory roles on what teachers do in the classroom rather than concentrating on what teachers say they can do or are doing.

KEYWORDS


Religious and Moral Education (RME), Teachers, Technological, Content, Knowledge, ,Junior High Schools, Aowin municipality, Ghana

REFERENCES


Archambault, L. M., & Barnett, J. H. (2009). Revisiting technological pedagogical content knowledge: Exploring the TPCK framework. Computers & Education, 55(4), 1656-1662.

Archambault, L. M., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.

Asare-Danso, S. (2011) Effects of educational policies on basic school Religious and Moral Education curriculum in Ghana (1950-2007): A historical study. International Journal of Pedagogy, Policy and ICT in Education. 1(2), 23-35.

Asare-Danso, S. (2012). Basel mission education in the Gold Coast/Ghana (1950-2007): Effects of education acts on missionary education. Saarbrucken: LAP Lambert Academic Publishing GmbH & Co. KG.

Bordoh, A., Eshun, I., Kofie, S., Bassaw, T. K., & Kwarteng, P. (2015). Social Studies Teachers’ Content Knowledge in Senior High Schools in the Sekondi-Takoradi Metropolis in the Western Region of Ghana. American Journal of Social Science 1(3), 169-177.

Bransford, J. D., Brown, A., L. & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Foster, G. M. (1965). Peasant society and the image of limited good. American Anthropologist, 67(6), 293–315.

Harris, J. B. (2008). TPACK in in-service education: Assisting experienced teachers plan improvisations. In AACTE Committee on Innovation & Technology (Eds.), Handbook of technological pedagogical content knowledge for educators (Pp. 251-271). New York NY: Routledge.

Harris, J., B., Koehler, M., Mishra, P. (2009). Teachers technological pedagogical content knowledge: Curriculum- based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.

Harris, J. B., Mishra, P., & Koehler, M. J. (2007). Teachers’ technological pedagogical content knowledge: Curriculum-based technology integration reframed. Paper presented at the 2007 annual meeting of the American Educational Research Association (AERA), Chicago, IL.

Hughes, J. (2004). Technology learning principles for pre-service and in-service teacher education. Contemporary Issues in Technology and Teacher Education, 4(3), 345-362.

Jordan, K. (2011). Beginning teacher knowledge: Results from a self-assessed TPACK survey. Australian Educational Computing, 26(1), 16-26.

Kankam, B., Bordoh, A., Eshun, I., Bassaw, T. K., & Andoh-Mensah, C. (2014). Social Studies Teachers’ Content Knowledge Impact on Students in the Senior High Schools in Ghana. Open Science Journal of Education, 2 (6), 73-82.

Kleiner, J., & Lewis, P. (2003). Teaching the development of teacher knowledge in a designed seminar: Integrating technology, pedagogical and content Knowledge in teaching. Computers and Education, 49(3), 740-762.

Koehler, M. J., Yadav, A., Phillips, M., M., & Cavazos-Kottke, S. (2005). Journal of Educational Multimedia and Hypermedia, 14(3), 249-272.

Koehler, M., & Mishra, P. (2009). Technological pedagogical content knowledge (TPACK) [diagram]. Retrieved April 13, 2017, from http://tpack.org/tpack/imges/tpack/a/al/tpack-contexts. Jpg

Latour, B. (1990). Drawing things together. In M. Lynch & S. Woolger (Ed.), Representations in scientific practice. Cambridge, MA: MIT Press.

Martorella, P. (1997). Technology and the social studies or: Which way to the sleeping giant? Theory and Research in Social Education, 25(4), 511-514.

McWilliam, H., O., A., & Kwamena-Poh, M. A. (1975). The development of education in Ghana. London: Longmans Group Ltd.

Ministry of Education (2008). Religious and Moral Education Syllabus for Basic Schools. Accra-Ghana: CRDD.

Ministry of Education (1957). Educational Review Report, Accra-Ghana.

Ministry of Education (2008). Educational Sector Performance Report. Accra-Ghana.

Mishra, P., Spiro, R. J., & Feltovich, P. J. (1996). Technology, representation, and cognition: The prefiguring of knowledge in cognitive flexibility hypertexts. In H. van Oostendorp & A. de Mul (Eds.), Cognitive aspects of electronic text processing (pp. 287–305). Norwood, NJ: Ablex.

National Research Council. (1999). Being fluent with information technology literacy. Computer science and telecommunications board commission on physical sciences, mathematics and applications. Washington, DC: National Academy Press.

O’Brien, T. (2015). Assessing the impact of teachers’ technology, pedagogy and content knowledge, and beliefs, in a regional vocational education and training context. An unpublished Doctor of Education Thesis submitted to the School of Education, Murdoch University, Murdoch.

Odamtten, S. K. (1978). The missionary factor in Ghana’s development (1820-1880). Accra: Waterville.

Pundit, H., & Duit, R. (2000). Bibliography: Student’s alternative frameworks and science education (5th edn.). Kiel, Germany: University of Kiel.

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Research, 15(2), 4-14.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-22.

Smith, N. (1966). The Presbyterian Church of Ghana, 1833-1960: A younger church in a changing society. Accra: Ghana University Press.

T-TEL Report (2014). Teaching practice handbook for tutors in colleges of education, Ghana. Accra: Ministry of Education.

AUTHOR’S AFFILIATION


SOLOMON APPIAH
Department of Art and Social Sciences, Enchi College of Education, Enchi, Ghana.

Scroll to Top