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

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

  1. 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. 2. 11 December 2013: Collaborative design in teams to develop science and mathematics teachers’ technology integration knowledge and skills
  3. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 16. CONCLUSION - ARTIFACTS Several instruments were used Self-reported & observable measures Artifacts: videos, lesson plans, classroom practice, simulations, presentations, etc.
  17. 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. 18. HOW TO PROCEED? Ayoub Kafyulilo, Petra Fisser, JokeVoogt,