An Assessment of Ghanaian Language Teachers' Technological Pedagogical Content Knowledge amid the COVID-19 Pandemic in Ghana

Abstract

The sudden emergence of COVID-19 resulted in an abrupt shift from the traditional face-to-face teaching method to technology-mediated education at almost all levels in Ghana. Consequently, teachers are expected to have competence not only in pedagogy and content but also in the use of technology to facilitate instruction. This study therefore sought to examine whether teachers of Ghanaian languages possess Technological Knowledge and Technological Pedagogical Content Knowledge (TPACK) required for implementing technology-mediated instruction. To achieve this purpose, a cross-sectional survey design was adopted. Data were collected using a questionnaire based on a five-point Likert scale, and the responses were analyzed by computing the means and standard deviations of the Likert-scale items. The findings show that teachers of the Ghanaian languages possess adequate Technological Knowledge as well as Technological Pedagogical Content Knowledge. Thus, they perceived themselves to be competent to implement technology-mediated instruction in the wake of the COVID-19 pandemic. Based on these findings, the study recommends that Ghanaian language teachers should be provided with functional technological tools to make technology integration feasible amid the COVID-19 pandemic.