Practical use of ict in teachers training at

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This presentation is in accordance to the study carried out at Dar es salaam University College of Education (DUCE) in Tanzania.

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  • Hi Ayoub,
    Many thanks for your help. God bless you .
    Cecilia
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  • @alakacecilia
    Hi Cecilia, you can get my thesis for free from the following site: http://www.eric.ed.gov/ERICWebPortal/search/recordDetails.jsp?searchtype=keyword&pageSize=10&ERICExtSearch_SearchValue_0=practical+use+of+ICT+in+science+and+mathematics+teaching&eric_displayStartCount=1&ERICExtSearch_SearchType_0=kw&_pageLabel=RecordDetails&objectId=0900019b804886ca&accno=ED524251&_nfls=false

    And feel free to download the powerpoints slides from slide share. If you experience difficulties in downloading from slideshare, try it at www.vangidunda.blogspot.com.
    best wishes!
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  • hi Ayoub,pls can you grant me access to your thesis and the ppt document of your research'practical use of ICT inscience and mathematics teachers training at Dude.
    Many thanks
    Cecilia
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  • Microteaching Saved as both pre-intervention and intervention activity Helped in the assessment of preservice teachers’ ICT integration competency
  • Constructivist learning theory: learning is an active process in which the learner uses sensory input and constructs meaning
  • Practical use of ict in teachers training at

    1. 1. Practical Use of ICT in Science and Mathematics Teachers Training at DUCE: An Analysis of Prospective Teachers’ Technological Pedagogical Content Knowledge Ayoub C Kafyulilo Master Thesis Supervisors Dr. Petra Fisser Dr. Joke Voogt
    2. 2. Presentation overview <ul><li>Introduction </li></ul><ul><li>Problem statement </li></ul><ul><li>Research questions </li></ul><ul><li>Research Design </li></ul><ul><li>Results </li></ul><ul><li>Conclusion </li></ul><ul><li>Recommendations </li></ul>
    3. 3. Introduction (1/2) <ul><li>Why ICT in science and math teachers preparation? </li></ul><ul><li>Education change depends on what teachers think and do </li></ul><ul><li>Change in science and math learning depend on Teachers’ readiness to use ICT </li></ul>
    4. 4. Introduction (2/2) <ul><li>Use of ICT requires teachers’ understanding of technology, pedagogy and content </li></ul><ul><li>Teacher training programs should develop technological pedagogical content knowledge (TPACK) </li></ul><ul><li>How teacher training colleges develop this knowledge to teachers? </li></ul>
    5. 5. Research problem <ul><li>High failure rates in science and mathematics in Tanzania </li></ul><ul><li>Teachers are either not using, or inappropriately use ICT in teaching </li></ul><ul><li>Use of technology in teaching depends on how teachers learned with technology </li></ul>Knowledge gained Knowledge required Teachers College School
    6. 6. Research questions <ul><li>What competencies do preservice science and mathematics teachers at DUCE have in relation to the use of ICT in teaching? </li></ul><ul><li>What practices are effective in promoting preservice teachers’ competency for integrating technology with content and pedagogy? </li></ul><ul><li>What is the impact of those practices on the preservice science and mathematics teachers’ ability to apply TPACK in their teaching? </li></ul>
    7. 7. Research design (1/7): Action Research
    8. 8. Research Design (2/7): Participants 2 0 1 1 34-42 1 3 4 Instructors 8 1 6 14 20-36 3 26 29 Students Bio Chem Ph Mat F M No. Teaching Subject Age Gender Participants
    9. 9. Research design (3/7): Interventions <ul><li>Microteaching </li></ul><ul><li>Training </li></ul><ul><li>Peer appraisal </li></ul><ul><li>Lesson design </li></ul><ul><li>Lesson presentation </li></ul><ul><li>Example presentation </li></ul>
    10. 10. Research design(5/7): Theoretical Framework <ul><li>Two theories guided the study : </li></ul><ul><ul><li>Behaviorist learning theory </li></ul></ul><ul><ul><li>Constructivist learning theory </li></ul></ul><ul><li>UNESCO ICT integration standards were also adopted </li></ul><ul><li>Ideas of Peker (2009) and Kilic (2010) were adopted for the design of the interventions activities (fig.) </li></ul>Plan Teach Critique Re-plan Re-teach Critique Cycle repeats
    11. 11. Research design (6/7): Instruments <ul><li>Student questionnaire </li></ul><ul><ul><li>Pre and post intervention </li></ul></ul><ul><ul><li>Reflection questionnaire </li></ul></ul><ul><li>Instructors’ Interview </li></ul><ul><li>Observation checklist </li></ul><ul><ul><li>Pre and post intervention </li></ul></ul><ul><li>Researchers’ Log book </li></ul>
    12. 12. Research Design (7/7): Data Analysis <ul><li>Quantitative data </li></ul><ul><ul><li>Descriptive statistics: presenting the means and standard deviations </li></ul></ul><ul><ul><li>Inferential statistics: paired sample t tests and Pearson correlation </li></ul></ul><ul><li>Qualitative data </li></ul><ul><ul><li>Contact summary sheet </li></ul></ul><ul><ul><li>Interaction Matrix table </li></ul></ul>
    13. 13. Results (Qn 1): What competencies do preservice teachers have in ICT integration? Scale: 1=strongly disagree, 2=disagree, 3=not sure, 4=agree, 5=strongly agree 29 29 29 29 29 29 29 X 0.58 3.46 Technological Pedagogical Content Knowledge 0.67 4.03 Technological Pedagogical Knowledge 0.53 3.54 Technological Content Knowledge 0.57 4.17 Pedagogical Content Knowledge 0.48 4.55 Content knowledge 0.46 4.29 Pedagogical Knowledge 0.65 3.18 Technological Knowledge SD M Competency area
    14. 14. Results (Qn 1): What competencies do preservice teachers have in ICT integration? Scale: 1 = No and 2 = Yes 29 29 29 29 29 29 29 X 0.33 1.41 Technological Content Knowledge 0.32 1.74 Pedagogical Content Knowledge 0.22 1.41 Technological Pedagogical and Content Knowledge 0.41 1.54 Technological Pedagogical knowledge 0.27 1.38 Pedagogical knowledge 0.20 1.68 Content Knowledge 0.28 1.50 Technological Knowledge SD M   Competency
    15. 15. Results (Qn 1): What competencies do preservice teachers have in ICT integration? <ul><li>Correlation analysis showed: </li></ul><ul><ul><li>A significant relationship between: </li></ul></ul><ul><ul><ul><li>use of technological tools and technological knowledge ( r (28) = 0.40, P = 0.03) </li></ul></ul></ul><ul><ul><ul><li>Use of web 2.0 facilities and technological knowledge ( r (28) = 0.52, P = 0.00) </li></ul></ul></ul><ul><ul><li>Insignificant relationship between: </li></ul></ul><ul><ul><ul><li>Accessibility to technological tools and technological knowledge ( r (28) = 0.15, P = 0.44) </li></ul></ul></ul><ul><li>Qualitative analysis showed a relationship between </li></ul><ul><ul><li>Preservice teachers’ technological integration ability and the way they learn to teach with technology (model) </li></ul></ul>
    16. 16. Results (Qn2): What practices are effective in enhancing competencies of integrating TPC <ul><li>Effective practices are presented in terms of </li></ul><ul><ul><li>Relevance </li></ul></ul><ul><ul><li>Skills </li></ul></ul><ul><ul><li>Knowledge and </li></ul></ul><ul><ul><li>Competency </li></ul></ul>
    17. 17. Results (Qn2): Effective practices (Relevance) Scale: 1=strongly disagree, 2=agree, 3=not sure, 4=agree, 5=strongly agree 26 26 26 26 X 0.58 4.42 Presentation and peers’ appraisal were relevant to my profession 0.57 4.38 Lesson design was relevant to my profession 0.51 4.46 Training was relevant to my profession 0.51 4.50 Microteaching was relevant to my profession SD M Intervention activity
    18. 18. Results (Qn 2): Effective Practices (Knowledge) Scale: 1=strongly disagree, 2=agree, 3=not sure, 4=agree, 5=strongly agree 26 26 26 26 X 0.60 4.27 I attain sufficient TPACK during lesson design 0.64 4.38 I attain sufficient TPACK during Peers’ appraisal 0.71 4.46 I attained sufficient TPACK during training 0.50 4.42 I attained sufficient TPACK during microteaching SD M Intervention
    19. 19. Results (Qn 2): Effective practices (Skills) Scale: 1=strongly disagree, 2=disagree, 3=not sure, 4=agree, 5=strongly agree 26 26 26 26 X 0.51 4.50 I attained sufficient skills in peer appraisal 0.60 4.27 I attained sufficient skills Lesson Design 0.58 4.42 I attained sufficient skills in training 0.59 4.23 I attained sufficient skills in microteaching SD M   Intervention
    20. 20. Results (Qn 2): Effective practices (Competency) Scale: 1=strongly disagree, 2=agree, 3=not sure, 4=agree, 5=strongly agree 26 26 26 X 0.89 4.35 The intervention activities enhanced my competency in content 0.51 4.46 The intervention activities enhanced my pedagogical competency 0.71 4.04 The intervention activities enhanced my technological competency SD M   Intervention
    21. 21. Results (Qn3): Impacts of interventions (survey) 0.51 3.85 TPACK1 0.02 0.38 4.17 TPACK2 Pair 7 0.76 4.03 TPK1 0.05 0.43 4.35 TPK2 Pair 6 0.57 3.98 TCK1 0.04 0.43 4.27 TCK2 Pair 5 0.61 4.20 PCK1 0.38 0.45 4.34 PCK2 Pair 4 0.14 4.55 CK1 0.64 0.24 4.59 CK2 Pair 3 0.43 4.34 PK1 0.95 0.32 4.35 PK2 Pair 2 0.67 3.24 TK1 0.05 0.50 3.66 TK2 Pair 1 P SD M
    22. 22. Results (Qn3): Impacts of Interventions (observation) 0.28 1.60 TPCK2 0.00 0.22 1.41 TPCK1 Pair 7 0.38 1.60 TPK2 0.00 0.32 1.54 TPK1 Pair 6 0.35 1.61 TCK2 0.00 0.33 1.41 TCK1 Pair 5 0.36 1.82 PCK2 0.00 0.27 1.74 PCK1 Pair 4 0.39 1.61 CK2 0.10 0.41 1.54 CK1 Pair 3 0.19 1.59 PK2 0.00 0.20 1.38 PK1 Pair 2 0.26 1.68 TK2 0.00 0.28 1.50 TK1 Pair 1 P SD M  
    23. 23. Results (Qn3): Impacts of Interventions Scale: 1=strongly disagree, 2=disagree, 3=not sure, 4=agree, 5=strongly agree 26 26 26 26 X 0.72 3.95 I can provide leadership in helping others on the use of TPACK 0.57 4.32 I can choose technology to use in my classroom that enhances what I teach 0.66 4.18 I can use strategies that can combine content, technology and pedagogy 0.66 4.18 I can teach a lesson that combine science/math, technology and pedagogy SD M Competencies
    24. 24. Conclusions <ul><li>Preservice Teachers at DUCE are more competent in PK and CK but less competent in TK </li></ul><ul><li>Limited technological knowledge = limited TPACK = poor learning in science and mathematics </li></ul><ul><li>Successful integration of technology pedagogy and content should start by developing instructors’ TPACK </li></ul>
    25. 25. Conclusions <ul><li>TPACK can best be developed when teachers: </li></ul><ul><ul><li>experience it in their own learning (model) </li></ul></ul><ul><ul><li>practice it in a context similar to real teaching </li></ul></ul><ul><ul><li>share it with colleagues (peers appraisal) </li></ul></ul><ul><li>The adoption of these activities can enhance </li></ul><ul><ul><li>Teachers’ confidence and motivation to use technology in teaching </li></ul></ul><ul><ul><li>Teachers’ knowledge, ability and skills for integration of technology, pedagogy and content </li></ul></ul>
    26. 26. Recommendations <ul><li>There is a need to review the pedagogical and ICT courses at DUCE to address TPACK </li></ul><ul><li>Adoption of activity based instructions in collaborative teams can have greater impact in developing teachers’ TPACK </li></ul><ul><li>There is a need for investigation of the relationship between TPACK, teachers’ attitude, skills and tools availability (TPACK vs WST) </li></ul><ul><li>A study with larger sample size and more research instruments and intervention activities can also be designed in the future </li></ul>
    27. 27. Acknowledgement <ul><li>I am indebted to: </li></ul><ul><ul><li>Dr. Petra Fisser </li></ul></ul><ul><ul><li>Dr. Joke Voogt </li></ul></ul><ul><li>Thanks to the University of Twente management for offering me the UTS </li></ul><ul><li>I am grateful to my classmates who were always encouraging, sharing and cherishing me through out my studies </li></ul><ul><li>Thanks to you all for postponing other responsibilities to attend my presentation </li></ul>

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