tpack: e-learning africa 2011

ICT Use in Science and Mathematics Teachers’ Preparation: Developing Pre-service Teachers’

TPACK

Ayoub KafyuliloPetra FisserJoke Voogt

E-Learning Africa May 25th to 27, 2011. Dar es salaam, Tanzania

Introduction

• High failure rates in science and mathematics in Tanzania secondary schools

• ICT is reported to enhance students’ learning in science and mathematics (Keong et al 2005; Voogt 2003)

• In Tanzania teachers are either not using, or inappropriately using ICT in teaching

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Introduction

• ICT use in teaching depends on how teachers learned with ICT (LeBaron et al, 2009; Doering et al, 2003)

• In Tanzania, teachers have the basic ICT knowledge but not conversant with the integration of technology, Pedagogy and Content (Kafyulilo, 2010)

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The Problem• Insufficient training of teachers leads to a

gap between the knowledge gained at the college and knowledge required in schools

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Knowledge gained Knowledge required

Teachers

College School

The TPACK FrameworkTo meet the school requirements we need to develop teachers’ Technological Pedagogical Content Knowledge (TPACK)

Research Questions• What competencies do pre-service

science and mathematics teachers have in TPACK?

• What intervention activities are effective in developing pre-service teachers’ TPACK?

• What are the impacts of intervention activities on the pre-service science and mathematics teachers’ TPACK?

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Methodology: Participants

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Participants Teaching Subject

No. Mat Ph Chem Bio

Students 29 14 6 1 8

Instructors 4 1 1 0 2

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Instrument and Data Analysis

• Instrument: student questionnaire, Instructor Interview & observation checklist

• Analysis: means, standard deviation and independent sample t tests

• Interaction matrix sheet

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Survey: pre-interventionCompetency area M SD

Technological Knowledge 3.18 0.65

Pedagogical Knowledge 4.29 0.46

Content knowledge 4.55 0.48

Pedagogical Content Knowledge 4.17 0.57

Technological Content Knowledge 3.54 0.53

Technological Pedagogical Knowledge 4.03 0.67

Technological Pedagogical Content Knowledge 3.46 0.58

Observation: Pre-intervention

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 Competency M SD

Technological Knowledge 1.50 0.28

Content Knowledge 1.68 0.20

Pedagogical knowledge 1.38 0.27

Pedagogical Content Knowledge 1.74 0.32

Technological Content Knowledge 1.41 0.33

Technological Pedagogical knowledge 1.54 0.41

Technological Pedagogical Content Knowledge

1.41 0.22

Developing TPACK: What intervention?

 Intervention Attained TPACK Knowledge

Attained technology

integration skills

M SD M SD

Microteaching 4.42 0.50 4.23 0.59

Training 4.46 0.71 4.42 0.58

Peers’ appraisal 4.38 0.64 4.27 0.60

Lesson design 4.27 0.60 4.50 0.5104/10/23 11Technological Pedagogical

Content Knowledge at DUCE

Results: Impact of Intervention

CategoryPre intervention

(N = 29)Postinterventio

(N = 22)p Effect size

M (SD) M (SD)TK 3.18 (0.65) 3.66 (0.49) 0.01 - 0.83PK 4.29 (0.46) 4.33 (0.31) 0.72 - 0.10MatK 4.55 (0.48) 4.66 (0.30) 0.59 - 0.27PhK 4.46 (0.53) 4.66 (0.30) 0.39 - 0.46BioK 4.58 (0.47) 4.63 (0.41) 0.87 - 0.11PCK 4.17 (0.57) 4.34 (0.45) 0.26 - 0.33TCK 3.94 (0.52) 4.27 (0.43) 0.02 - 0.69TPK 4.03 (0.67) 4.35 (0.43) 0.05 - 0.57TPACK 3.86 (0.58) 4.17 (0.38) 0.03 - 0.63

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Results: Impact of Intervention

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Category

Pre intervention (N = 39)

Post intervention(N = 38)

pEffect

size

M (SD) M (SD)

TK 1.55 (0.27) 1.58 (0.30) 0.67 - 0.25PK 1.48 (0.27) 1.63 (0.36) 0.04 - 0.47CK 1.54 (0.41) 1.62 (0.38) 0.41 - 0.20PCK 1.74 (0.32) 1.60 (0.38) 0.10 0.40TPK 1.41 (0.28) 1.56 (0.36) 0.04 - 0.47TCK 1.41 (0.33) 1.60 (0.35) 0.01 - 0.55TPACK 1.51 (0.24) 1.51 (0.29) 0.91 0.00

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Conclusions

• Majority of teachers graduating from DUCE are competent in CK, PK and PCK but less competent in TK, TCK, TPK and TPACK

• Thus, we need a shift from teaching technology to the development of teachers’ TPACK, which is the heart of good teaching with technology (Koehler & Mishra, 2009)

Need for a shift

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Pedagogy

Technology

Content

PCK

PCK Content

TCK

Pedagogy

TPK

Technology

TPACK

• TPACK can best be developed when teachers:– experience it in their own learning (model)– practice it in a context similar to real teaching – share it with colleagues (design teams)

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Thank you very much for your attention

Asanteni sana kwa kunisikiliza

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