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All Journal JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial International Journal of Educational Qualitative Quantitative Research
Gorni, Richard Lionel
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Education Social Sciences Other

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INTEGRATION OF TECHNOLOGY IN THE PRE-SERVICE TEACHERS FOR EDUCATIONAL MANAGEMENT; THROUGH CURRICULUM IN GHANA Gorni, Richard Lionel; Saud, Udin Syaefudin; Sumarto, Sumarto; Nurdin, Diding
JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL Vol. 16 No. 1 (2024): JUPIIS (JURNAL PENDIDIKAN ILMU-ILMU SOSIAL) JUNE
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jupiis.v16i1.55682

Abstract

This study aims to investigate the integration of technology in the preparation of prospective teachers for educational management through the curriculum in Ghana. Utilizing a qualitative approach, the study analyzes how technology is embedded in learning and how prospective teachers respond to it in the context of education management. The main focus of this research is on the concept and use of technology in the educational process to enhance the understanding and skills of prospective teachers.  However, the study found that the curriculum policies, structure, and guidelines for pre-service teachers lack a clear vision for effectively integrating technology. Interviews with policymakers indicated their recognition of the importance of technology integration but also revealed the lack of investment hindered its progress. Drawing on the study's findings and existing research, context-specific recommendations are proposed, focusing on promoting innovative technology-based pedagogical models and developing effective leadership. The study involved participants from a teacher preparation program in Ghana, with data collection conducted through in-depth interviews, classroom observations, and curriculum document analysis. Data were analyzed using an inductive approach to identify common patterns in technology integration and prospective teachers' responses to it. The results of this study are expected to provide insights into the extent to which technology is integrated in the teacher preparation curriculum in Ghana, as well as its impact on teacher candidates' readiness to manage education. The practical implications of this study can provide recommendations for improving the teacher education curriculum, adapting teaching strategies to technological developments, and increasing the effectiveness of teacher preparation in the digital era. The findings can provide valuable guidance for policy makers, educational institutions and educators to ensure that prospective teachers have the relevant and necessary skills to face future educational demands.
Leveraging Technology for Remote Supervision: Overcoming Challenges in Supervising Geographically Dispersed Student Teachers Gorni, Richard Lionel; Nurdin, Diding; Komariah, Aan
International Journal of Educational Qualitative Quantitative Research Vol. 3 No. 1 (2024)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v3i1.95

Abstract

Providing effective supervision and evaluation for student teachers during their teaching practice is a significant challenge in developing countries with geographically dispersed placements. This research investigates the impact of distance on supervision and explores alternative supervisory strategies for student teachers at Evangelical Presbyterian University College, Ghana. Utilizing a mixed-methods approach, the study combined an online survey of 100 student teachers with in-depth interviews and observational data. The survey revealed that 55% of respondents experienced difficulties in regular supervisory observations, 60% felt less supported due to physical separation, and 60% reported limited in-person feedback. Interviews highlighted resource constraints and the potential of technology-mediated supervision. Observations of WhatsApp-based supervision sessions demonstrated enhanced communication and real-time feedback, though underscored the need for clear guidelines. The findings suggest that while distance negatively impacts supervision quality, innovative solutions like WhatsApp can mitigate these effects, provided structured protocols are in place. This study emphasizes the importance of integrating technology to enhance teacher education in resource-constrained settings, ultimately improving the teaching practice experience for student teachers. This research contributes information about geographic barriers and the role of technology in helping to create a more inclusive and effective supervision environment for student teachers.
Co-Authors Aan Komariah Diding Nurdin, Diding Sumarto Sumarto Udin Syaefudin Saud, Udin Syaefudin