Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Slide for Presentation


Published on

Slides for the presentation

Published in: Education
  • Be the first to comment

  • Be the first to like this

Slide for Presentation

  1. 1. Developing Technological Pedagogical Content Knowledge through Teacher Design Teams: The Case of pre-service Mathematics teachers in Ghana SITE 2010, SAN DIEGO <ul><li>Douglas D. Agyei & Joke Voogt </li></ul>
  2. 2. Introduction <ul><li>Total area = 23,837,000 sq. km </li></ul><ul><li>Total population = 23,837,000 </li></ul><ul><li>Capital city = Accra </li></ul><ul><li>Official language = English </li></ul><ul><li>In Ghana technology in instruction is not practiced! </li></ul><ul><li>- Importance has not been placed on this practice </li></ul>
  3. 3. The Context (1): Feasibility of technology use in Ghanaian classrooms <ul><li>Barriers </li></ul><ul><li>Lack of knowledge about ways to integrate technology in teaching </li></ul><ul><li>Lack of pedagogical support ( like training) </li></ul><ul><li>Technology competencies are lacking </li></ul><ul><li>Availability and accessibility problems ( minimal ) </li></ul><ul><li>Traditional methods of teaching (Both at SHS’s and Teacher Education prog.) </li></ul><ul><li>No preparation ( of pre-service teachers )from teacher education programme </li></ul>
  4. 4. The Context (2) TPCK(TPACK)- Interconnection / intersection of content, pedagogy and technology (Mishra & Koehler,2006) <ul><li>Learning Needs </li></ul><ul><li>Knowledge of ICT alternatives (appropriate ways of integrating ICT) </li></ul><ul><li>Ability to use ICT in mathematics teaching and learning </li></ul><ul><li>What Knowledge, skills and dispositions do teachers need? </li></ul>
  5. 5. The Context (3) <ul><li>A Professional Development Programme (PDP): Is a necessity! </li></ul><ul><li>Opportunities </li></ul><ul><li>Curriculum and policy documents encourage it (MESS,2007; MOE, 2000) </li></ul><ul><li>Institutions (teacher education and SHS’s) are open for such innovation </li></ul><ul><li>Readiness of participants to learn ICT skills (Possible attitudes & High perceptions) </li></ul><ul><li>Availability of computer labs in schools </li></ul><ul><li>Access to some ICT tools </li></ul>
  6. 6. Professional Development for Mathematics Pre- Service Teachers <ul><li>Intense summer program ( 8 weeks) </li></ul><ul><li>Exemplary materials (a major component) </li></ul><ul><li>Working in TDT’s (The PD approach) to </li></ul><ul><ul><li>Identify mathematics topics (concept); </li></ul></ul><ul><ul><li>Identify appropriate technology resources for the topic; </li></ul></ul><ul><ul><li>Design & develop appropriate activities; </li></ul></ul><ul><ul><li>Incorporate activities in lesson & planning instructional strategy ; </li></ul></ul><ul><ul><li>Teach the lesson in a technology-based environment & </li></ul></ul><ul><ul><li>evaluate it. </li></ul></ul>
  7. 7. Overview of professional support activities
  8. 9. Challenge of the study <ul><li>Measure the impact of the PDP </li></ul><ul><li>Describe teachers’ developing TPCK knowledge, beliefs and dispositions </li></ul><ul><li>Explain how components (TDT’s & Exemplary materials) influence teachers’ TPCK growth . </li></ul><ul><li>− Pre and Post technology competency </li></ul><ul><li>questionnaire/student questionnaire (125) </li></ul><ul><li>− Interview (teachers(4),student guided discussion) </li></ul><ul><li>− Observation </li></ul><ul><li>− Researchers’ logbook </li></ul>
  9. 10. Self-Efficacy/Outcome Expectancy 5pt Likert scale: SA-SD <ul><li>See page 2 of handout </li></ul><ul><li>Measures Spreadsheet Competencies </li></ul><ul><li>Shaded = Self Efficacy (Belief in ones’ own ability with </li></ul><ul><li>spreadsheet) </li></ul><ul><li>Clear = Outcome Expectancy (Outcome believed possible </li></ul><ul><li>given ones’ effective teaching) </li></ul>
  10. 11. Increasing developmental TPCK levels - Stages of Adoption ( SOA) <ul><li>Knezek, Christensen, Miyashita & Ropp, 2000 </li></ul>
  11. 12. Results (1): Growth in TPCK
  12. 13. Results (2): Student Experiences
  13. 14. Results (3): Teachers’Experiences <ul><li>Professional Skill </li></ul><ul><li>- Developing & teaching SSL lessons </li></ul><ul><li>- Blending components of TPCK effectively in lessons </li></ul><ul><li>- Guiding students to learn (effectively) in SSL environment </li></ul><ul><li>Challenges </li></ul><ul><li>- Difficulty in making a link between lesson and real life situation (more time & practice needed) </li></ul><ul><li>- Problems in managing time allotted for various sections of the lesson ( was lesson overloaded?-more time & practice ) </li></ul>
  14. 15. Results (4): Teachers’Experiences with TDT’s <ul><li>Very Receptive </li></ul><ul><li>Reasons </li></ul><ul><li>Opportunity to support each other (via collaborations and free conversations ) </li></ul><ul><li>Enhanced professional competencies </li></ul><ul><li>Increased output </li></ul><ul><li>Increased confidence </li></ul><ul><li>Challenges </li></ul><ul><li>Time </li></ul><ul><li>Information with holding (across teams) </li></ul><ul><li>Lesson design task itself </li></ul><ul><li>Different views </li></ul><ul><li>Lessons learnt </li></ul><ul><li>Discuss ideas for common understanding </li></ul><ul><li>Tolerance </li></ul>
  15. 16. Results (5):Experiences with Exempalary materials <ul><li>Opinions </li></ul><ul><li>Enhanced TPCK </li></ul><ul><li>Improved knowledge on subject matter </li></ul><ul><li>Simplified lesson preparation </li></ul><ul><li>Enhanced their skill for teaching SSL </li></ul><ul><li>Facilitated step-by-step teaching </li></ul><ul><li>Suitable classroom activities </li></ul><ul><li>Student participation </li></ul><ul><li>Future use of Materials </li></ul><ul><li>Enthusiastic (Both teachers & student ) </li></ul><ul><li>Reasons </li></ul><ul><li>Promoted student participation </li></ul><ul><li>Sustains student interest in lesson </li></ul><ul><li>Helps students develop inquiry minds </li></ul><ul><li>Student – centred learning approach </li></ul>
  16. 17. What we learned... <ul><li>Developing & teaching SSL was key to teachers’ developing TPCK </li></ul><ul><li>Experience in learning their subject matter better (expanding own conceptions of teaching mathematics with SSL). </li></ul><ul><li>Extension of knowledge to developing other mathematics lessons with spreadsheet. </li></ul><ul><li>Support student understanding & interest in making connections among various representations (variables, equations, graphs ) </li></ul><ul><li>Support from TDT’s enhanced teachers’ TPCK </li></ul><ul><li>Working with (and developing) exemplary materials </li></ul><ul><li>supported teachers’ growth in their TPCK </li></ul>
  17. 18. Conclusions & Further study <ul><li>Conclusion </li></ul><ul><ul><li>The PDP enhanced teachers’ TPCK </li></ul></ul><ul><ul><li>TDT’s and use of exemplary materials are promising strategies in TPCK development </li></ul></ul><ul><ul><li>Future direction of research </li></ul></ul><ul><ul><li>Extension of study (by exploring further topics and concepts). </li></ul></ul><ul><ul><li>A future study that follows the teachers into the field (as they contend with real school barriers of time, access and infrastructure) </li></ul></ul>