TPACK: E-learning africa 2011

ICT Use in Science and Mathematics Teachers’ Preparation: Developing Pre-service Teachers’ TPACK Ayoub Kafyulilo Petra Fisser Joke Voogt E-Learning Africa May 25 th to 27, 2011. Dar es salaam, Tanzania

Introduction
High failure rates in science and mathematics in Tanzania secondary schools
ICT is reported to enhance students’ learning in science and mathematics (Keong et al 2005; Voogt 2003)
In Tanzania teachers are either not using, or inappropriately using ICT in teaching
08/13/11 Technological Pedagogical Content Knowledge at DUCE

Introduction
ICT use in teaching depends on how teachers learned with ICT (LeBaron et al, 2009; Doering et al, 2003)
In Tanzania, teachers have the basic ICT knowledge but not conversant with the integration of technology, Pedagogy and Content (Kafyulilo, 2010)

The Problem
Insufficient training of teachers leads to a gap between the knowledge gained at the college and knowledge required in schools
08/13/11 Technological Pedagogical Content Knowledge at DUCE Knowledge gained Knowledge required Teachers College School

The TPACK Framework To meet the school requirements we need to develop teachers’ Technological Pedagogical Content Knowledge (TPACK)

Research Questions
What competencies do pre-service science and mathematics teachers have in TPACK?
What intervention activities are effective in developing pre-service teachers’ TPACK?
What are the impacts of intervention activities on the pre-service science and mathematics teachers’ TPACK?

Methodology: Participants 08/13/11 Technological Pedagogical Content Knowledge at DUCE Participants Teaching Subject No. Mat Ph Chem Bio Students 29 14 6 1 8 Instructors 4 1 1 0 2

Instrument and Data Analysis
Instrument: student questionnaire, Instructor Interview & observation checklist
Analysis: means, standard deviation and independent sample t tests
Interaction matrix sheet

Survey: pre-intervention 08/13/11 Technological Pedagogical Content Knowledge at DUCE Competency area M SD Technological Knowledge 3.18 0.65 Pedagogical Knowledge 4.29 0.46 Content knowledge 4.55 0.48 Pedagogical Content Knowledge 4.17 0.57 Technological Content Knowledge 3.54 0.53 Technological Pedagogical Knowledge 4.03 0.67 Technological Pedagogical Content Knowledge 3.46 0.58

Observation: Pre-intervention 08/13/11 Technological Pedagogical Content Knowledge at DUCE Competency M SD Technological Knowledge 1.50 0.28 Content Knowledge 1.68 0.20 Pedagogical knowledge 1.38 0.27 Pedagogical Content Knowledge 1.74 0.32 Technological Content Knowledge 1.41 0.33 Technological Pedagogical knowledge 1.54 0.41 Technological Pedagogical Content Knowledge 1.41 0.22

Developing TPACK: What intervention? 08/13/11 Technological Pedagogical Content Knowledge at DUCE Intervention Attained TPACK Knowledge Attained technology integration skills M SD M SD Microteaching 4.42 0.50 4.23 0.59 Training 4.46 0.71 4.42 0.58 Peers’ appraisal 4.38 0.64 4.27 0.60 Lesson design 4.27 0.60 4.50 0.51

Results: Impact of Intervention 08/13/11 Technological Pedagogical Content Knowledge at DUCE Category Pre intervention (N = 29) Postinterventio (N = 22) p Effect size M (SD) M (SD) TK 3.18 (0.65) 3.66 (0.49) 0.01 - 0.83 PK 4.29 (0.46) 4.33 (0.31) 0.72 - 0.10 MatK 4.55 (0.48) 4.66 (0.30) 0.59 - 0.27 PhK 4.46 (0.53) 4.66 (0.30) 0.39 - 0.46 BioK 4.58 (0.47) 4.63 (0.41) 0.87 - 0.11 PCK 4.17 (0.57) 4.34 (0.45) 0.26 - 0.33 TCK 3.94 (0.52) 4.27 (0.43) 0.02 - 0.69 TPK 4.03 (0.67) 4.35 (0.43) 0.05 - 0.57 TPACK 3.86 (0.58) 4.17 (0.38) 0.03 - 0.63

Results: Impact of Intervention 08/13/11 Technological Pedagogical Content Knowledge at DUCE Category Pre intervention (N = 39) Post intervention (N = 38) p Effect size M (SD) M (SD) TK 1.55 (0.27) 1.58 (0.30) 0.67 - 0.25 PK 1.48 (0.27) 1.63 (0.36) 0.04 - 0.47 CK 1.54 (0.41) 1.62 (0.38) 0.41 - 0.20 PCK 1.74 (0.32) 1.60 (0.38) 0.10 0.40 TPK 1.41 (0.28) 1.56 (0.36) 0.04 - 0.47 TCK 1.41 (0.33) 1.60 (0.35) 0.01 - 0.55 TPACK 1.51 (0.24) 1.51 (0.29) 0.91 0.00

Conclusions
Majority of teachers graduating from DUCE are competent in CK, PK and PCK but less competent in TK, TCK, TPK and TPACK
Thus, we need a shift from teaching technology to the development of teachers’ TPACK, which is the heart of good teaching with technology (Koehler & Mishra, 2009)

Need for a shift 08/13/11 Technological Pedagogical Content Knowledge at DUCE Pedagogy Technology Content PCK PCK Content TCK Pedagogy TPK Technology TPACK

TPACK can best be developed when teachers:
experience it in their own learning (model)
practice it in a context similar to real teaching
share it with colleagues (design teams)

Thank you very much for your attention Asanteni sana kwa kunisikiliza 08/13/11 Technological Pedagogical Content Knowledge at DUCE

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TPACK: E-learning africa 2011

by Ayoub Kafyulilo

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