The Status of Teaching with Digital Devices: The Case of Pre-Service Performing Arts Teachers of St. Ambrose College of Education in Ghana
DOI:
https://doi.org/10.54536/jtel.v2i2.2767Keywords:
Performing Arts, Pre-Tertiary Teaching, Information and Communication Technology (ICT), Digital Devices, Music EducationAbstract
This study examines how teaching and learning of Performing Arts incorporate digital devices in lesson preparation, lesson delivery, and reflection at the pre-tertiary level. Using a case study, the research examines how Performing Arts pre-service teachers of St. Ambrose College of Education who are on attachment (teaching practice) use technology to support and enhance teaching and learning. Respondents sampled from the population were observed while they taught in the classroom and interviewed. Findings indicate that the use and choice of digital devices is dependent on action learning and adult learning principles and incorporating digital devices in instruction enhances teaching. However, both conclusions are dependent on the accessibility and availability of digital devices to both teachers and learners. Consequently, the lack of access to and availability of digital devices negatively impacts the use of digital devices and vice versa. This study recommends that teachers are exposed to practical application of Information and Communication Technology (ICT) during their time at the College of Education and that stakeholders ensure that teachers and learners have access to digital devices.
References
Ala-Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. Sevilla: Institute for Prospective Technological Studies, 7- 60.
Buabeng, I., Ntow, F. D., & Otami, C. D. (2020). Teacher Education in Ghana: Policies and Practices. Journal of Curriculum and Teaching, 9(1), 86-95.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed-methods approches, Sage publications.
De Villiers, A. C., & Sauls, M. M. (2017). Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies. TD: The Journal for Transdisciplinary Research in Southern Africa, 13(1), 1-9.
Eady, M., & Lockyer, L. (2013). Tools for learning: Technology and teaching. Learning to teach in the primary school, 71.
Eyman, D. (2015). Digital rhetoric: Theory, method, practice. University of Michigan Press. 177
Haning, M. (2016). Are they ready to teach with technology? An investigation of technology instruction in Music teacher education programs. Journal of Music Teacher Education, 25(3),78-90.
Ilomäki, L., Kantosalo, A., & Lakkala, M. (2011). What is digital competence? Linked portal. European Schoolnet. http://linked.eun.org/web/guest/in-depth3
Keengwe, J., Onchwari, G., & Onchwari, J. (2009). Technology and student learning: Towards a learner-centred teaching model. AACE Review (Formerly AACE Journal), 17(1), 11-22.
Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to non-traditional college students. Journal of College Reading and Learning, 41(2), 87-96.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.
Laurillard, D. (2008). Technology enhanced learning as a tool for pedagogical innovation. Journal of Philosophy of Education, 42(3-4), 521-533.
Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. (2014). What does Professional digital competence mean in teacher education? Nordic Journal of Digital Literacy, 9(4), 280-298.
Marquardt, M., & Waddill, D. (2004). The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning. Action learning: Research and practice, 1(2), 185-202.
McCarthy, K. F. (2001). The Performing Arts in a new era. Rand Corporation.
McGarr, O., & McDonagh, A. (2019). Digital competence in teacher education.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Mensah, P. A. A., Ansu, B., Besing Karadaar, I., & Gurah junior, J. (2023). GeoGebra as a Tool for Improving Mathematics Instruction and Learning by Ghanaian Teachers. American Journal of Education and Technology, 2(2), 69–75. https://doi.org/10.54536/ajet.v2i2.1586
National Council for Curriculum and Assessment (NaCCA). (2019). Creative Arts Curriculum for Primary Schools. Ministry of Education. Ghana.
National Council for Curriculum and Assessment (NaCCA). (2019b). Teacher Resource Pack. Ministre of Education. Ghana
National Council for Curriculum and Assessment (NaCCA). (2020). Creative Arts and Design Common Core Program Curriculum. Ministry of Education. Ghana.
National Pre-tertiary Education Curriculum Framework (NPECF). (2018). The Essential Elements of Initial Teacher Education. Ministry of Education. Ghana.
National Teacher Education Curriculum Framework (NTECF). (2018). The Essential Elements of Initial Teacher Education. Ministry of Education. Ghana.
Nantwi, W. K., Afful, P., & Asare-Ababio, P. (2019). Pedagogical Practices in Creative Arts: Using the Right Approach for Effective Delivery. European Journal of Education Studies.
Pape, L. (2010). Blended teaching and learning. The Education Digest, 76(2), 22.
Pettersson, F. (2018). On the issues of digital competence in educational contexts–a review of literature. Education and information technologies, 23(3), 1005-1021.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Konadu Adam, Nii Darku Ofori-Obeng Dodoo, Patrick Akwasi Anamuah Mensah
This work is licensed under a Creative Commons Attribution 4.0 International License.
