Influence of Technology and its Benefits on Science Teachers’ Classroom Practices

Abstract

The study explored the influence of technology on science teachers’ PCK and the benefits of that knowledge component on classroom practices. The study relied on science teachers teaching the various science subjects such as Biology, Chemistry, Integrated Science and Physics in Tamale Metropolis, Ghana. Sequential explanatory research design was used, within which was embedded qualitative and quantitative research methods. Fifty science teachers were randomly sampled across three different senior high schools from whom the quantitative data was solicited using questionnaires. Twenty teachers out of the fifty were later purposively sampled from whom the qualitative data was solicited using interview guides and classroom observation checklists. Descriptive statistics was used to analyze the quantitative data and the qualitative data was analyzed through codes and themes. The findings revealed that, effectively integrating technology into the science classroom enhances the easy presentation of instructional content and creates an engaging learning environment. The science teachers’ classroom practices such teaching strategies, teaching/learning activities, class management, and students’ engagement are improved through effective technology integration. The study therefore recommended that, Senior high schools and their classrooms should be well equipped with the needed technological tools for science teachers to easily and conveniently employ them in teaching.