INTEGRATION OF TECHNOLOGY IN THE PRE-SERVICE TEACHERS FOR EDUCATIONAL MANAGEMENT; THROUGH CURRICULUM IN GHANA
DOI:
https://doi.org/10.24114/jupiis.v16i1.55682Keywords:
Technology Integration, Preservice Teacher Education, CurriculumAbstract
This study aims to investigate the integration of technology in the preparation of prospective teachers for educational management through the curriculum in Ghana. Utilizing a qualitative approach, the study analyzes how technology is embedded in learning and how prospective teachers respond to it in the context of education management. The main focus of this research is on the concept and use of technology in the educational process to enhance the understanding and skills of prospective teachers. However, the study found that the curriculum policies, structure, and guidelines for pre-service teachers lack a clear vision for effectively integrating technology. Interviews with policymakers indicated their recognition of the importance of technology integration but also revealed the lack of investment hindered its progress. Drawing on the study's findings and existing research, context-specific recommendations are proposed, focusing on promoting innovative technology-based pedagogical models and developing effective leadership. The study involved participants from a teacher preparation program in Ghana, with data collection conducted through in-depth interviews, classroom observations, and curriculum document analysis. Data were analyzed using an inductive approach to identify common patterns in technology integration and prospective teachers' responses to it. The results of this study are expected to provide insights into the extent to which technology is integrated in the teacher preparation curriculum in Ghana, as well as its impact on teacher candidates' readiness to manage education. The practical implications of this study can provide recommendations for improving the teacher education curriculum, adapting teaching strategies to technological developments, and increasing the effectiveness of teacher preparation in the digital era. The findings can provide valuable guidance for policy makers, educational institutions and educators to ensure that prospective teachers have the relevant and necessary skills to face future educational demands.References
Andreasen, J. K. (2022). article Fagfellevurdert Publication P r o fe ss i o nal digi t al c omp e t ence in ini t ial t eac h er educa t i o n : A n e x a m ina t i o n o f difference s in two c oho r ts o f p re -s er v ice t eac h er s.
Ansah, F., Nudzor, H. P., & Awuku, S. (2018). Rethinking stakeholder engagement in higher education reforms: The case of colleges of education in Ghana. Ghana Journal of Higher Education, 4, 1“18.
Bataller, C. (2018). Technology integration: A mixed methods study of best practices of technology integration as perceived by expert middle school teachers.
Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why it isn™t happening. Journal of Technology and Teacher Education, 13(4), 519“546.
Belmonte, R., & Cerny, P. G. (2022). Heterarchy : Toward Paradigm Shift in World Politics Heterarchy : Toward Paradigm Shift in World Politics. Journal of Political Power, 00(00), 1“23. https://doi.org/10.1080/2158379X.2021.1879574
Cascella, M., Cascella, A., Monaco, F., & Shariff, M. N. (2023). Envisioning gamification in anesthesia, pain management, and critical care: basic principles, integration of artificial intelligence, and simulation strategies. Journal of Anesthesia, Analgesia and Critical Care, 3(1), 33.
Forzani, F. M. (2014). Understanding œcore practices and œpractice-based teacher education: Learning from the past. Journal of Teacher Education, 65(4), 357“368.
Galloway, L. F., Watson, R. H. B., & Prendeville, H. R. (2018). Response to joint selection on germination and flowering phenology depends on the direction of selection. April, 7688“7696. https://doi.org/10.1002/ece3.4334
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223“252.
Hodkinson, A. (2009). Preservice teacher training and special educational needs in England 1970“2008: is government learning the lessons of the past or is it experiencing a groundhog day? European Journal of Special Needs Education, 24(3), 277“289.
Irwin, J. T. (2021). College Students ™ Perceptions Regarding High School Influences Walden University.
Koç, M. (2005). Implications of learning theories for effective technology integration and pre-service teacher training: A critical literature review. Journal of Turkish Science Education, 2(1), 2“18.
Le, T.-T., Phuong, H.-Y., Nguyen, A.-T., Pham, T.-T., Huynh Thi, A.-T., & Nguyen, H.-T. (2023). Illuminating the English as a foreign language (EFL) teaching odyssey: Unveiling the professional identities of pre-service teachers. F1000Research, 12, 1086.
Mallan, K., & Singh, P. (2014). CHAPTER SIX TECH-SAVVY YOUTH AND PARTICIPATORY RESEARCH IN ˜ISCAPES.™ Changing Landscapes for Childhood and Youth in Europe, 110.
Mishra and Koehler. (2006). Technological Pedagogical Content Knowledge : A Framework for Teacher Knowledge. 108(6), 1017“1054.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017“1054.
Mulder, D. J. (2018). We Are Just Expected to Know How: Unpacking Pre-Service Teachers™ Beliefs about Technology Integration. Research Highlights in Technology and Teacher Education 2018, 115.
Prensky, M., & Berry, B. D. (2001). Immigrants Part 2 : Do They.
Rikhotso, M. J. (2017). Pre-service teachers™ emerging and changing mental models for using learning technologies in teaching and learning: Implications for teacher practice. University of Johannesburg (South Africa).
Riski, A., Nurdin, D., & Rahyasih, Y. (n.d.). Systematic Literature Review: Implementation of Digital Leadership in Education in Several Countries.
Riski, A., & Rino, R. (2024). The The Effect of Digital Leadership Style, Motivation, and Work Ability on Employee Performance After the Covid-19 Pandemic. Edunesia: Jurnal Ilmiah Pendidikan, 5(1), 424“441.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL
This work is licensed under a Creative Commons Attribution 4.0 International License.
