- Title
- Technological pedagogical content knowledge development: investigating secondary school teachers' integration and use of technology during emergency remote teaching in Endola education circuit
- Creator
- Munyanyo, Johanna
- ThesisAdvisor
- Simuja, Clement
- Subject
- Pedagogical content knowledge
- Subject
- Social distancing (Public health) and education
- Subject
- Distance teaching
- Subject
- Educational technology
- Subject
- Technological Pedagogical Content Knowledge
- Date
- 2023-10
- Type
- Academic theses
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10962/423882
- Identifier
- vital:72101
- Description
- The Covid-19 pandemic has created the largest disruption of education systems in human history. The closure of schools and other learning spaces has impacted billions of learners worldwide. The mitigative measures and many new standard operating procedures have brought restrictions and many challenges. The face-to-face traditional teaching method lost its value, and teaching shifted to distance through the integration of technologies. The integration of technologies necessitated the emergency remote teaching process, as it is one of the distance teaching modes that can make teaching possible even for less technologically privileged nations. Literature has shown that the integration and usage of technology during teaching support the development of technological pedagogical and content knowledge (TPACK) of teachers. This study, therefore, sought to investigate how the integration and use of technology during the emergency remote teaching of Covid-19 developed the secondary school teachers’ technological pedagogical and content knowledge. The study is underpinned by an interpretive paradigm, and a qualitative case study approach was employed. It was conducted in seven secondary schools in the Endola education circuit, Ohangwena region, with the purposeful participation of twenty-six secondary school teachers. Data was collected using semi-structured questionnaires and semi-structured interviews. The study was informed by Vygotsky’s (1978) sociocultural theory together with the TPACK framework of Thompson and Mishra (2007) as both theoretical and analytical frameworks. The study's results showed that teachers made use of existing technological resources to sustain their teaching efforts during ERT. They encountered various challenges, including a lack of technological expertise (knowledge) among both teachers and learners. The shift to virtual instruction during ERT supported teachers in developing proficient technological pedagogical content knowledge. This research concludes that schools possess the necessary technological infrastructure to enable teachers to incorporate technology into their teaching methods. Furthermore, it highlights that teachers generally hold favourable attitudes toward integrating technology into their instruction. Nevertheless, it recommends that there is a need for improving both in-service and pre-service teachers’ training and support for effectively teaching in online and blended learning environments.
- Description
- Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Format
- computer, online resource, application/pdf, 1 online resource (132 pages), pdf
- Publisher
- Rhodes University, Faculty of Education, Secondary and Post-School Education
- Language
- English
- Rights
- Munyanyo, Johanna
- Rights
- Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/)
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | MUNYAMO-MED-TR23-98.pdf | 1 MB | Adobe Acrobat PDF | View Details |