Online Instructional Technologies Tutors Adopted During the COVID-19 Pandemic in Selected Colleges of Education in Ghana.

This research investigates the specific instructional technologiesadopted by tutors in Ghanaian Colleges of Education during the COVID-19 era.The study is grounded in an interpretive, existential-phenomenologicalperspective to prioritise subjective experiences. Davis’s TechnologyAcceptance Model (TAM) provided the framework for understanding livedexperiences during the pandemic. A sample of thirty-five (35) participantsout of a population of 2,249, including tutors and principals, was selected forthe study. Participants were selected from the population based on theirrelevance to the study and their ability to provide detailed insights usingcritical case purposive sampling, yielding a sample of 35 participants. Thiscomprises five (5) principals, ten (10) tutors, and twenty (20) Social Studiesstudents from five (5) selected Colleges of Education in Ghana. Data werecollected through interviews to gain insight into the realities of virtualinstruction. Data were thematically analysed. It followed the structured stepsof Braun and Clarke's six-step framework, which include familiarisation,coding, theme development, reviewing and naming themes, and the use ofpseudonyms. Pseudonyms were employed throughout the transcription andcoding process to maintain anonymity. It was revealed that tutors primarilyutilised LMS, ZVC, WhatsApp, and Google Meet to sustain academic activities.These digital tools were essential for ensuring academic continuity when in-person classes were suspended. Analysis suggests tutors require enhancedtechnical support and high-quality connectivity. Improving these resources isvital for the effective delivery of the Social Studies curriculum. The studyrecommends that Ghanaian colleges prioritise technological innovations toaddress current instructional needs.