Authors :
John Zengulaaru; Ernest Nyamekye; Daniel Baffour-Koduah; George Ntim; Getrude Kuttin; Kwaku Kusi-Wireko
Volume/Issue :
Volume 7 - 2022, Issue 4 - April
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/37FuKmW
DOI :
https://doi.org/10.5281/zenodo.6539241
Abstract :
The COVID-19 pandemic and its resulting
school closures threw traditional methods of curriculum
delivery into disarray in Ghana. The call for technologymediated instruction was thus considered a necessity in
almost all educational institutions in Ghana. Nonetheless,
given the challenges often associated with technology
adoption in most parts of Africa, this study purported to
find out how social studies teachers and students
adjusted to technology-mediated instruction in the midst
of the COVID-19 pandemic.To this end, the explanatory
sequential mixed-methods was employed as the research
design. Data gathered from 379 students and 14 teachers
of social studiesrevealed that, in adjusting to technologymediated instruction amid the COVID-19 pandemic,
they were faced with challenges, such as inadequacy of
laptops, computers, projectors, and stable internet
connectivity.Despite these difficulties faced in responding
to technology-mediated instruction, social studies
teachers and students adjusted to technology-mediated
through the use oftechnological means and aids such as
zoom classes, audio-visual recordings,Wi-Fi connectivity,
emails, and ICT laboratories in their respective schools.
Also, teachers and students suggested that adequate
technological resources such as computers, laptops,
projectors, and stable internet connectivity, among
others,must be providedto facilitate the integration of
technology into social studies teaching and learning. In
light of these findings, the study recommends that
government and non-governmental establishments, as
well as parents, should provide adequate infrastructure
to boost the teaching and learning of social studies.
Keywords :
Social studies, technology-mediated instruction,ICT integration, adjustment strategies, COVID19.
The COVID-19 pandemic and its resulting
school closures threw traditional methods of curriculum
delivery into disarray in Ghana. The call for technologymediated instruction was thus considered a necessity in
almost all educational institutions in Ghana. Nonetheless,
given the challenges often associated with technology
adoption in most parts of Africa, this study purported to
find out how social studies teachers and students
adjusted to technology-mediated instruction in the midst
of the COVID-19 pandemic.To this end, the explanatory
sequential mixed-methods was employed as the research
design. Data gathered from 379 students and 14 teachers
of social studiesrevealed that, in adjusting to technologymediated instruction amid the COVID-19 pandemic,
they were faced with challenges, such as inadequacy of
laptops, computers, projectors, and stable internet
connectivity.Despite these difficulties faced in responding
to technology-mediated instruction, social studies
teachers and students adjusted to technology-mediated
through the use oftechnological means and aids such as
zoom classes, audio-visual recordings,Wi-Fi connectivity,
emails, and ICT laboratories in their respective schools.
Also, teachers and students suggested that adequate
technological resources such as computers, laptops,
projectors, and stable internet connectivity, among
others,must be providedto facilitate the integration of
technology into social studies teaching and learning. In
light of these findings, the study recommends that
government and non-governmental establishments, as
well as parents, should provide adequate infrastructure
to boost the teaching and learning of social studies.
Keywords :
Social studies, technology-mediated instruction,ICT integration, adjustment strategies, COVID19.
