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.