Integrating technology among science teachers using constructivist learning events in colleges of education in Central Region, Ghana

Abstract

Technology is now a compelling tool in teaching and learning, offering constructivism to education. Its use across all disciplines and Science education cannot be excluded. In view of this, using a descriptive research design, this study investigated Preservice teachers use of technology and constructivist events in colleges of education in the central region, Ghana. Data were collected through the use of questionnaire from a sample of 60 preservice teachers who were on their out programme. The total sample size of the colleges of education preservice science teachers was 212. Participants ranged in age from 21 to 30 years, and were in their final year of a Diploma programme in three colleges of education in the Central Region of Ghana. The findings show that Preservice teachers generally do not use Technological tools in Teaching. Instead, majority of Preservice teachers and their Tutors use constructivist learning Events to teach. The inability of the Preservice teachers to use these varied technological tools is due to lack of training and also due to lack of instructional hardware and software; and the absence of technological integration units in their schools. The study recommended that technology integration units and tools should be integrated in the various schools.