This document summarizes a study on developing technological pedagogical content knowledge (TPCK) in pre-service mathematics teachers in Ghana. The study implemented a professional development program using teacher design teams and exemplary materials to design spreadsheet-based lessons. Results showed the program increased teachers' TPCK, with the teacher design teams and exemplary materials effectively supporting TPCK growth. Challenges remained in applying the new skills and overcoming infrastructure barriers in real classrooms. Overall, the study demonstrated the potential of this approach for developing teachers' abilities to integrate technology in their mathematics teaching.

1. Developing Technological Pedagogical Content Knowledge through Teacher Design Teams: The Case of pre-service Mathematics teachers in Ghana SITE 2010, SAN DIEGO Douglas D. Agyei & Joke Voogt

2. Introduction Total area = 23,837,000 sq. km Total population = 23,837,000 Capital city = Accra Official language = English In Ghana technology in instruction is not practiced! - Importance has not been placed on this practice

3. The Context (1): Feasibility of technology use in Ghanaian classrooms Barriers Lack of knowledge about ways to integrate technology in teaching Lack of pedagogical support ( like training) Technology competencies are lacking Availability and accessibility problems ( minimal ) Traditional methods of teaching (Both at SHS’s and Teacher Education prog.) No preparation ( of pre-service teachers )from teacher education programme

4. The Context (2) TPCK(TPACK)- Interconnection / intersection of content, pedagogy and technology (Mishra & Koehler,2006) Learning Needs Knowledge of ICT alternatives (appropriate ways of integrating ICT) Ability to use ICT in mathematics teaching and learning What Knowledge, skills and dispositions do teachers need?

5. The Context (3) A Professional Development Programme (PDP): Is a necessity! Opportunities Curriculum and policy documents encourage it (MESS,2007; MOE, 2000) Institutions (teacher education and SHS’s) are open for such innovation Readiness of participants to learn ICT skills (Possible attitudes & High perceptions) Availability of computer labs in schools Access to some ICT tools

6. Professional Development for Mathematics Pre- Service Teachers Intense summer program ( 8 weeks) Exemplary materials (a major component) Working in TDT’s (The PD approach) to Identify mathematics topics (concept); Identify appropriate technology resources for the topic; Design & develop appropriate activities; Incorporate activities in lesson & planning instructional strategy ; Teach the lesson in a technology-based environment & evaluate it.

7. Overview of professional support activities

9. Challenge of the study Measure the impact of the PDP Describe teachers’ developing TPCK knowledge, beliefs and dispositions Explain how components (TDT’s & Exemplary materials) influence teachers’ TPCK growth . − Pre and Post technology competency questionnaire/student questionnaire (125) − Interview (teachers(4),student guided discussion) − Observation − Researchers’ logbook

10. Self-Efficacy/Outcome Expectancy 5pt Likert scale: SA-SD See page 2 of handout Measures Spreadsheet Competencies Shaded = Self Efficacy (Belief in ones’ own ability with spreadsheet) Clear = Outcome Expectancy (Outcome believed possible given ones’ effective teaching)

11. Increasing developmental TPCK levels - Stages of Adoption ( SOA) Knezek, Christensen, Miyashita & Ropp, 2000

12. Results (1): Growth in TPCK

13. Results (2): Student Experiences

14. Results (3): Teachers’Experiences Professional Skill - Developing & teaching SSL lessons - Blending components of TPCK effectively in lessons - Guiding students to learn (effectively) in SSL environment Challenges - Difficulty in making a link between lesson and real life situation (more time & practice needed) - Problems in managing time allotted for various sections of the lesson ( was lesson overloaded?-more time & practice )

15. Results (4): Teachers’Experiences with TDT’s Very Receptive Reasons Opportunity to support each other (via collaborations and free conversations ) Enhanced professional competencies Increased output Increased confidence Challenges Time Information with holding (across teams) Lesson design task itself Different views Lessons learnt Discuss ideas for common understanding Tolerance

16. Results (5):Experiences with Exempalary materials Opinions Enhanced TPCK Improved knowledge on subject matter Simplified lesson preparation Enhanced their skill for teaching SSL Facilitated step-by-step teaching Suitable classroom activities Student participation Future use of Materials Enthusiastic (Both teachers & student ) Reasons Promoted student participation Sustains student interest in lesson Helps students develop inquiry minds Student – centred learning approach

17. What we learned... Developing & teaching SSL was key to teachers’ developing TPCK Experience in learning their subject matter better (expanding own conceptions of teaching mathematics with SSL). Extension of knowledge to developing other mathematics lessons with spreadsheet. Support student understanding & interest in making connections among various representations (variables, equations, graphs ) Support from TDT’s enhanced teachers’ TPCK Working with (and developing) exemplary materials supported teachers’ growth in their TPCK

18. Conclusions & Further study Conclusion The PDP enhanced teachers’ TPCK TDT’s and use of exemplary materials are promising strategies in TPCK development Future direction of research Extension of study (by exploring further topics and concepts). A future study that follows the teachers into the field (as they contend with real school barriers of time, access and infrastructure)