Cultivating teachers’ technological knowledge base to enhance the teaching of integrated science in rural primary schools

Abstract

This study aimed at providing an avenue for cultivating teachers’ technological knowledge for enhancing the teaching of integrated science in both government and private rural primary schools. The study was guided by three research objectives, namely; establishing the level of technological knowledge among teachers in rural primary schools; assessing the contribution of teachers' technological knowledge base on the teaching and learning outcomes in Integrated Science in rural primary schools and, examining the pedagogical strategies can be employed to enhance teachers’ technological knowledge base in teaching integrated science in rural primary schools. The study employed mixed methods approach with qualitative and quantitative methods to gather data from 31 survey respondents (teachers) and 4 key informants (head teachers) for interviews selected using simple random sampling and purposive sampling respectively. Data was collected using a questionnaire, interview guide and documentary review techniques. SPSS was used for data analysis to generate descriptive and inferential statistics from quantitative data, while qualitative data was analyzed using narrative techniques, paraphrasing and direct quotations. The study found that there insufficient technological knowledge among teachers, brought about by limited training and familiarization with technological tools such as computers, modern mobile phones, Tabs and the relevant softwares. As such, the study concluded that technological knowledge base was contributing subtly to their teaching of integrated science among the sampled primary schools. The study concluded that pedagogical strategies that can be employed to enhance teachers’ technological knowledge base include a government policy to be implemented by school administration, requiring compulsory teacher training in technological knowledge, such as web-based computer programs, teacher induction training and refresher courses in technological computer studies. Also, availing the technological computer assets, softwares and accessories are important considerations by the school administration. The study recommends that government to provide educational software and digital tools for teaching integrated science, possessing technological knowledge that aligns with the current needs of teaching, emphasizing collaborative discussions with colleagues to enhance technological knowledge, creating professional development opportunities focusing on technology, providing adequate resources and training for improving technological knowledge, utilizing available technology effectively for teaching integrated science, being confident and comfortable in incorporating technology into lesson plans for integrated science and improving on technological infrastructure to supports effective teaching of integrated science.