Supporting teachers' development of technology integration knowledge and skills.
Supporting teachers’ collaboration in design teams to developTechnological Pedagogical Content Knowledge: the case of scienceteachers in Tanzania Ayoub Kafyulilo, Dar es salaam University College of Education, Petra Fisser and Joke Voogt University of Twente.
Introduction This study develops from two successive studies conducted in 2010 and 2011 with pre-service and in- service teachers respectively. The two studies adopted a combination of a workshop, collaborative lesson design, microteaching (pre-service)/classroom teaching (in-service) reflection The pre-post intervention results for the two studies showed a significant improvement in the perceived and observed technology integration knowledge and skills.
Introduction…. The two previous studies encountered some technological, pedagogical and collaboration challenges To overcome these challenges, four support options were proposed in this study The expert Collaboration guidelines Online learning materials (pictures, animations and videos) Exemplary lessons
The support The expert: To provide some technological and pedagogical support during the lesson design and implementation Online materials: Teachers are not technicians and have limited time for designing high-tech learning materials, Some free online animations and videos are proposed Exemplary lessons: Novice teachers find it difficult to start the design of technology integrated lessons. Exemplary lessons can serve as model for teachers to create their own lessons Collaboration guidelines: Design teams are challenging to teachers in terms of agreement and time planning (Bakah, 2012). Guideline can offer directions for teachers’ collaboration
The intervention The study was designed along four intervention activities The workshop The design of technology enhanced lessons in design teams The lesson implementation in the classroom Reflection with peers A second cycle continued with the re-design of the technology integrated lesson based on the reflection
Research questions What support option is effective for teachers’ development of technology integration knowledge and skills for science teaching? What technology integration knowledge and skills do teachers develop when they collaborate in design teams?
Participants The study was conducted in two secondary schools in Tanzania From each school 10 science (physics, chemistry and biology) teachers participated in the study Three design teams were formed in each school.
Instrument Five data collection instruments were used: TPACK survey Support survey Observation checklist Interview Focus group discussion
Results: Support for collaboration All support options were reported effective (M > 4.0) Each had impact in a specific area of the intervention The expert: lesson design, lesson implementation and reflection. Online materials: lesson design and implementation Exemplary lessons: lesson design Collaboration guidelines: lesson design
Online materials (demonstration of the feeding in amoeba)
TPACK development Results showed a significant difference between pre- and post-intervention teachers’ TPACK (p ≤ 0.001) Before intervention; teachers perceived their TPACK to be average (M ≤ 3.4, SD ≈ 0.9). After intervention, they perceived it high (M ≥ 4, SD < 0.5). Observation data showed improvement between the first lesson implementation and the second The availability of various support options was acknowledged for the teachers’ development of TPACK
TPACK Development From interview and focus group discussion it was revealed that; Teachers who did not know how to perform some basic computer operations, after intervention were able to; Prepare PowerPoint slides Search online materials and link them to PowerPoint Use animations to demonstrate complex science concepts.
Conclusions Collaboration, lesson implementation, and support were key to the development of TPACK In teams teachers were able to learn from each other Lesson implementation offered an in-field experience In addition to the workshop, design teams, lesson implementation and reflection, which were the main intervention activities, The support options were of great importance to teachers’ development of technology integration knowledge and skills. The support were relevant to the learning needs of the teachers and context-fit to Tanzania.
Thank you for your attention firstname.lastname@example.org