Aim: Considering the technological age that we find ourselves in this 21st century, it would be expected that, the number of students willing to study physics will increase exponentially. However, reports indicate a sharp reduction of students in physics classrooms. This study therefore sought to identify the challenges and way forward for improving physics teaching and learning in Senior High Schools in Ghana. Study Design: Descriptive cross-sectional survey was used for the study. Methodology: The main instrument used for the study was questionnaire. The sample size for the study comprised both physics teachers and students. The sample size for the teachers was made up of 38 teachers which comprised 34 males and 4 females who were selected using the convenient sampling approach. The sample size for the students consisted of 750 students selected by stratified sampling of which 520 were males and 230 were females. Results: While the teachers perceived the most important factor affecting the teaching and learning of physics to be students-related problem, the students on the other hand perceived the major challenge affecting the teaching and learning of physics to be teacher-related. For both teachers and students, provision of adequate resources like well-equipped laboratories for teaching and learning is an assured way of improving the teaching and learning of physics in senior high schools in Ghana. Conclusions: The challenges in teaching physics as perceived by both teachers and students are teacher related, student-related and resource-constraints It was recommended that the government must make conscious effort to provide the schools with adequate science resources to facilitate the practical approach to teaching and learning of physics.

IntroductionThe use of technology has influenced our way of life in this 21st century. Technology dictates the pace in commerce, communication, finance, education and even sports (soccer with the introduction of video assisted referee and goal line technology). In education, technology has the potential to change the way teaching and learning is done. The rapid change requires a corresponding response from educators to use technology in order to develop the proficiency and skills for students, and to bring innovation in teaching and learning, which can lead to a robust educational system (State Educational Directors Association, 2007). There is therefore a growing interest on how teachers use technology in the classroom (Albion, Jamieson-Proctor & Finger, 2010). The challenges for education in this ever changing 21st century are how to find out and use technological tools that add efficiency and value to both teaching and learning. Technology has profound and lasting influence in classroom as being a powerful tool that can change the way lessons are taught by facilitating both teachers' instructional practices and students' learning processes. Effective learning and teaching requires that both teachers and students are able to use new technologies to access, organize and evaluate information to solve problems and innovate practical ideas in real-world settings (Jimoyiannis, 2010).Technology can enhance the teaching and learning of science if it is use in line with researched based effective teaching practices (Bryan, 2006). In science education in general and physics in particular, there is a wide range of efficient technological tools and applications available for teaching and learning. Rios and Madhavan (2000) classified technologies that are appropriate for physics instruction into four categories. These categorizations are (1) computer interfacing equipment to collect and process data, (2) experimental or theoretical modelling, (3) computer simulations requiring graphics, and (4) research/reference/presentation programs for gathering, reporting, and/or displaying information.The use of technology in science education is advocated for because technology provides opportunities for active learning, enable students to perform at higher cognitive levels, supports constructive learning, promotes scientific inquiry and conceptual change and promotes active and participatory learning as well (Jimoyiannis, 2010). Technology enhances both investigative and practical aspect of science teaching; expedites and enhances production of school work; improves motivation and engagement; supports exploration and experimentation as well as fosters self-regulated and collaborative learning (Osborn & Hennessy, 2003). Abstract:Technology has profound and lasting influence in classroom as being a powerful tool that can change the way lessons are taught by facilitating both teachers' instruction practices and students' learning processes. The purpose of this study was to explore the use of technology in teaching physics within the C...