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Factors determining the pre-service and in-
service teachers’ continuous use of technology
after participation in professi...
Introduction
 Efforts to introduce ICT in education in Tanzania started in
1997 when the first ICT syllabus was introduce...
Introduction
 Although technology was available in schools since 1997, its
uses for teaching and learning was low.
 Teac...
Introduction
 The focus of most professional development projects is on the
effects that continue some years after its te...
Conceptual model
 Building from literature, the following conceptual model was
developed and used in this study
A concept...
Research questions
 Two research questions guided this study
 Are pre-service and in-service teachers who previously att...
Participants
 The participants in this study were:
 13 teachers who participated in the study in 2010 as pre-service
tea...
Data analysis
 Means and standard deviations were computed to determine the extent
of the continuation of the use of tech...
Findings
 Teachers’ continuous use of technology in teaching after the
professional development arrangement was;
 High (...
Professional development factors
 The regression analysis verified that;
 Approximately 16% of the variances were attrib...
Personal factors
 The regression analysis verified that approximately;
 32.6% of the variances were attributed to knowle...
Institutional factors
 The regression analysis verified that approximately
 28% of the variances were attributed to the ...
Technological factors
 The regression analysis verified that approximately
 17% of the variances were attributed to the ...
Combined model of professional development, personal,
institutional and technological factors
 The regression analysis ve...
Combined model
 The regression analysis further verified that,
 The combination of the perceived value of PD, knowledge ...
Findings - interview
 Although in some schools there were computers, their use for teaching
was prohibited (availability ...
Conclusions and discussion
 From the model, the conditions for teachers’ continuous use of technology
in teaching are: kn...
Conclusions and discussion
 Although support was not a significant predictor, we consider it essential for
teachers’ cont...
Thanks for your attention
For any question please write to
kafyulilo@duce.ac.tz
p.h.g.fisser@utwente.nl
j.m.voogt@utwente....
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Factors determining the pre-service and in-service teachers’ continuous use of technology after participation in professional development

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This paper was presented at ISATT annual conference held in Ghent, Belgium from 1st to 5th July 2013.

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Transcript of "Factors determining the pre-service and in-service teachers’ continuous use of technology after participation in professional development "

  1. 1. Factors determining the pre-service and in- service teachers’ continuous use of technology after participation in professional development Ayoub Kafyulilo, Dar es salaam University College of Education, Petra Fisser and Joke Voogt University of Twente. This paper was presented at ISATT conference held in Ghent, Belgium from 1-5th July 2013
  2. 2. Introduction  Efforts to introduce ICT in education in Tanzania started in 1997 when the first ICT syllabus was introduced in schools.  Up to 2002, most of the schools and teacher training colleges were equipped with technology tools such as computers, radio and TVs.
  3. 3. Introduction  Although technology was available in schools since 1997, its uses for teaching and learning was low.  Teachers’ limited knowledge and skills of integrating technology in teaching was one of the reason for low technology uptake  A professional development involving a workshop, collaborative design in teams, lesson implementation and reflection was introduced from 2010 to 2012 among pre-service and in-service teachers
  4. 4. Introduction  The focus of most professional development projects is on the effects that continue some years after its termination (Harvey & Hurworth, 2006).  The current study was conducted to investigate whether or not, teachers continued to use technology in teaching, after the end of the professional development arrangement.
  5. 5. Conceptual model  Building from literature, the following conceptual model was developed and used in this study A conceptual model for the determinants of the teachers’ continuous use of technology
  6. 6. Research questions  Two research questions guided this study  Are pre-service and in-service teachers who previously attended the professional development program still using technology in science and mathematics teaching?  What are the professional development, personal, institutional, and technological factors that affect the teachers’ continuous use of technology in science and mathematics teaching?
  7. 7. Participants  The participants in this study were:  13 teachers who participated in the study in 2010 as pre-service teachers  29 in-service teachers from three secondary schools which are presented anonymously as:  School A, who participated in the study in spring 2011,  School B and School C who participated in the study in spring 2012.  Two data collection instruments were used: a questionnaire and an interview.
  8. 8. Data analysis  Means and standard deviations were computed to determine the extent of the continuation of the use of technology in teaching.  A regression analysis was conducted to establish the model of the predictability of the continuous use technology in teaching.  Qualitative data were transcribed and coded by using the codes generated from the study’s theoretical framework (deductive coding)
  9. 9. Findings  Teachers’ continuous use of technology in teaching after the professional development arrangement was;  High (M ≥ 4) for pre-service and school B teachers,  Above average for school C teachers (M > 3.0), and  Average for school A teachers (M ≈ 3.0) in a five point Likert scale.  The regression models for the factors predicting the continuous use of technology in teaching were developed for each factor
  10. 10. Professional development factors  The regression analysis verified that;  Approximately 16% of the variances were attributed to the opportunity for continuous learning,  22% were attributed to the teachers’ perceived value of the PD.  The predictability increased to 23% when the perceived value of PD and the opportunity for continuous learning were combined.  The regression model for professional development factor was;  Continuous use of technology predicted = Constant + 0.41 Value of the PD
  11. 11. Personal factors  The regression analysis verified that approximately;  32.6% of the variances were attributed to knowledge and skills,  4% were attributed to the teachers’ belief  4% were attributed to time and  8% to engagement.  The predictability increased to 33.4% when engagement, and knowledge and skills were combined.  The regression model for personal factors was;  Continuous use of technology predicted = 0.54 Knowledge and skills
  12. 12. Institutional factors  The regression analysis verified that approximately  28% of the variances were attributed to the access to technology.  22% were attributed to the support offered by the school administration  0% were attributed to the environment.  The predictability increased to 33% when support and access were combined.  The regression model for the institutional factors was;  Continuous use of technology predicted = Constant + 0.40 Access + 0.36 Support
  13. 13. Technological factors  The regression analysis verified that approximately  17% of the variances were attributed to the effectiveness of technology in teaching, and  44% were attributed to the ease of use of technology.  When the effectiveness and ease of use were combined the predictability of the continuous use of technology in teaching was 44%.  The regression model for technological factors was;  Continuous use of technology predicted = Constant + 0.71 Ease of use
  14. 14. Combined model of professional development, personal, institutional and technological factors  The regression analysis verified that approximately  33% of the variances were attributed to knowledge and skills,  28% to access,  22% to support,  22% to the perceived value of the professional development, and  44% to the ease of use.  48% when knowledge and skills were combined with access,  51% when knowledge and skills, access and support were combined  55% when the knowledge and skills, access and ease of use were combined.
  15. 15. Combined model  The regression analysis further verified that,  The combination of the perceived value of PD, knowledge and skills, access and ease of use, did not change the percentage of predictability.  Therefore a combined model of the factors determining the teachers’ continuous use of technology in teaching was;  Continuous use of technology predicted = 0.25 Knowledge and skills + 0.30 Access + 0.37 ease of use
  16. 16. Findings - interview  Although in some schools there were computers, their use for teaching was prohibited (availability vs. accessibility)  Teachers who had support from their management were the most likely to integrate technology in teaching  Teachers differed on the perceived ease of use of technology.  To some technology is easy to use,  Others difficult during the design, and  To few the ease of use depends on the type of technology  Majority of teachers reported to have a good knowledge of technology, but some of them had forgotten and needed a rehearsal before use
  17. 17. Conclusions and discussion  From the model, the conditions for teachers’ continuous use of technology in teaching are: knowledge and skills, accessibility and the ease of use.
  18. 18. Conclusions and discussion  Although support was not a significant predictor, we consider it essential for teachers’ continuous use of technology in teaching.  From the findings, teachers who were supported by their management had better implementation than those who were not supported.  The model is based only on regression analysis. Future studies should involve high level of analysis such as structural equation modelling.  Future studies should identify the effectiveness of the professional development when the conditions identified in this study are met.
  19. 19. Thanks for your attention For any question please write to kafyulilo@duce.ac.tz p.h.g.fisser@utwente.nl j.m.voogt@utwente.nl
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