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Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
Developing tpack of pre service and in-service teachers through collaborative design in teams
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Developing tpack of pre service and in-service teachers through collaborative design in teams

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A paper Presented at SITE conference in Jacksonville, FL, USA from 17th to 21st March 2014

A paper Presented at SITE conference in Jacksonville, FL, USA from 17th to 21st March 2014

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  • 1. DEVELOPINGTPACK OF PRE-SERVICE AND IN-SERVICETEACHERSTHROUGH COLLABORATIVE DESIGN INTEAMS Ayoub C Kafyulilo, Dar es Salaam University College of Education,Tanzania Petra Fisser, National Institute for Curriculum Development, the Netherlands JokeVoogt, University of Amsterdam, the Netherlands SITE (Jacksonville, FL) 19 March 2014
  • 2. 11 December 2013: Collaborative design in teams to develop science and mathematics teachers’ technology integration knowledge and skills
  • 3. INTRODUCTION Initiatives to integrate technology in education in Tanzania started in 1997 2007: integration of technology in teaching still limited  Teaching of basic ICT skills (switching computers on and off, word processing, basic internet applications)  Using the computer for secretarial and administrative purposes 2010: hindering factors were analyzed
  • 4. HINDERING FACTORS Inadequate training and capacity, resulting in underutilization of technology facilities Lack of awareness of the affordances of technology and how it can be used to address existing challenges of teaching and learning Lack of skilled teachers to implement a technology- enhanced curriculum Of all the factors, the inadequate training and lack of skilled teachers to implement technology-enhanced curriculum is crucial inTanzania
  • 5. PROFESSIONAL DEVELOPMENT Professional development arrangement  A workshop on TPACK  Collaborative design in teams  Lesson implementation,  Reflection on the implemented lessons  Lesson re-design for pre-service and in-service teachers
  • 6. PROFESSIONAL DEVELOPMENT Two important innovations for teachers in Tanzania  collaborative design in teams (offered as a professional development arrangement) for developing technology integration knowledge and skills  TPACK, which was adopted as a framework for describing the pre-service and in-service teachers’ knowledge requirements for integrating technology into their science and mathematics teaching
  • 7. RESEARCH QUESTIONS The effect of the professional development arrangement on the development of technology integration knowledge and skills The impact of collaborative design in teams on the development of technology integration knowledge and skills The factors that affect the continuous use of technology in teaching after the professional development arrangement has ended
  • 8. METHODOLOGY Design-based research with 4 studies 1. 22 pre-service teachers 2. 12 in-service teachers 3. 20 in-service teachers from two school 4. 42 in-service and pre-service teachers
  • 9. RESULTS (1ST STUDY) The adoption of collaborative design in team was effective for the development of pre-service teachers’ technology integration knowledge and skills Results from the pre-service teachers’ perceptions and classroom observation showed a significant difference between pre and post intervention
  • 10. RESULTS (2ND STUDY) Collaborative design in teams was adopted as the main professional development arrangement for the second study. Significant increase in both observed and perceived knowledge The need for support emerged
  • 11. Observed classroom practices with technology  An example of interactive lesson was demonstrated by the biology team through the video they made about first aid provision to a fainting person  During this lesson, a teacher was seating behind the classroom with students and acted like a fellow learner but a leader to the discussion.  He made groups of five and assigned tasks to each group,  Each group made a presentation of their task to the colleagues in the classroom  There was a great debate between students from different groups which was reflecting on the video
  • 12. RESULTS (3RD STUDY) Teachers’ collaborative lesson design in teams was supported through The availability of an expert Collaboration guidelines Exemplary lessons Online materials Teachers were able to develop technology integration knowledge and skills better
  • 13. RESULTS (4TH STUDY) Years/months after the professional development To investigate the continuous use of technology in teaching Several variables were studied: Personal factors Institutional factors Professional development factors Technological factors
  • 14. RESULTS (4TH STUDY) Only a few teachers continued to integrate technology in their teaching Professional development did not have a direct impact on the continuous use of technology Access to technology, ease of use, and support from the management does have a direct impact Professional development is a prerequisite to start thinking about technology integration
  • 15. CONCLUSION - GENERAL Collaborative design in teams is an effective professional development arrangement Teachers’ development of technology integration knowledge and skills is higher when there is support The long term impact is determined by the professional development arrangement, teachers’ knowledge and skills, accessibility to technology, ease of use of technology, and management support
  • 16. CONCLUSION - ARTIFACTS Several instruments were used Self-reported & observable measures Artifacts: videos, lesson plans, classroom practice, simulations, presentations, etc.
  • 17. CONCLUSION - ARTIFACTS Professional development does increase TPACK (as measured with the instruments) does not necessarily lead to continuous technology use.. Professional development & “prove” with artifacts alone is not enough!
  • 18. HOW TO PROCEED? Ayoub Kafyulilo, kafyulilo@duce.ac.tz Petra Fisser, p.fisser@slo.nl JokeVoogt, j.m.voogt@utwente.nl

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