(1) A study examined the development of technology integration knowledge and skills of pre-service and in-service teachers in Tanzania through collaborative design in teams. (2) The professional development arrangement improved teachers' technology integration knowledge and skills but did not necessarily lead to continuous technology use. (3) Support, accessibility to technology, ease of use, and management buy-in were also found to impact long-term technology integration.

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. 11 December 2013: Collaborative design in teams
to develop science and mathematics teachers’
technology integration knowledge and skills

4. 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

5. 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

7. 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

9. 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

10. 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

11. 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

12. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. CONCLUSION - ARTIFACTS
Several instruments were used
Self-reported & observable measures
Artifacts: videos, lesson plans, classroom practice,
simulations, presentations, etc.

21. 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!

22. HOW TO PROCEED?
Ayoub Kafyulilo, kafyulilo@duce.ac.tz
Petra Fisser, p.fisser@slo.nl
JokeVoogt, j.m.voogt@utwente.nl