- 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 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. 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.
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. CONCLUSION -
ARTIFACTS Several instruments were used Self-reported &
observable measures Artifacts: videos, lesson plans, classroom
practice, simulations, presentations, etc. 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. HOW TO PROCEED? Ayoub Kafyulilo,
[email protected] Petra Fisser, [email protected] JokeVoogt,
[email protected]