practical use of ict in teachers training at

Practical Use of ICT in Science and Mathematics Teachers Training at DUCE: An Analysis of Prospective Teachers’

Technological Pedagogical Content Knowledge

Ayoub C KafyuliloMaster Thesis

SupervisorsDr. Petra FisserDr. Joke Voogt

04/10/23 Technological Pedagogical Content Knowledge at DUCE

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Presentation overview

• Introduction• Problem statement • Research questions• Research Design• Results • Conclusion • Recommendations


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Introduction (1/2)• Why ICT in science and math

teachers preparation?• Education change depends on what

teachers think and do• Change in science and math learning

depend on Teachers’ readiness to use ICT


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Introduction (2/2)• Use of ICT requires teachers’

understanding of technology, pedagogy and content

• Teacher training programs should develop technological pedagogical content knowledge (TPACK)

• How teacher training colleges develop this knowledge to teachers?


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Research problem• High failure rates in science and mathematics in

Tanzania• Teachers are either not using, or inappropriately

use ICT in teaching• Use of technology in teaching depends on how

teachers learned with technology

Knowledge gained Knowledge required

TeachersCollege School


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Research questions

• What competencies do preservice science and mathematics teachers at DUCE have in relation to the use of ICT in teaching?

• What practices are effective in promoting preservice teachers’ competency for integrating technology with content and pedagogy?

• What is the impact of those practices on the preservice science and mathematics teachers’ ability to apply TPACK in their teaching?


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Research design (1/7): Action Research


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Participants Gender Age Teaching Subject

No. M F Mat

Ph Chem

Bio

Students 29 26 3 20-36

14 6 1 8

Instructors

4 3 1 34-42

1 1 0 2

Research Design (2/7): Participants


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Research design (3/7): Interventions

• Microteaching • Training• Peer appraisal• Lesson design• Lesson

presentation• Example present

ation


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Research design(5/7): Theoretical Framework

• Two theories guided the study:– Behaviorist learning theory– Constructivist learning theory

• UNESCO ICT integration standards were also adopted

• Ideas of Peker (2009) and Kilic (2010) were adopted for the design of the interventions activities (fig.)

Plan Teach Critique Re-plan Re-teach Critique

Cycle repeats


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Research design (6/7): Instruments

• Student questionnaire – Pre and post intervention– Reflection questionnaire

• Instructors’ Interview• Observation checklist

– Pre and post intervention

• Researchers’ Log book


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Research Design (7/7): Data Analysis

• Quantitative data– Descriptive statistics: presenting the

means and standard deviations– Inferential statistics: paired sample t

tests and Pearson correlation

• Qualitative data– Contact summary sheet– Interaction Matrix table


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Results (Qn 1): What competencies do preservice teachers have in ICT integration?

Competency area X M SD

Technological Knowledge 29 3.18 0.65

Pedagogical Knowledge 29 4.29 0.46

Content knowledge 29 4.55 0.48

Pedagogical Content Knowledge 29 4.17 0.57

Technological Content Knowledge 29 3.54 0.53

Technological Pedagogical Knowledge 29 4.03 0.67

Technological Pedagogical Content Knowledge 29 3.46 0.58

Scale: 1=strongly disagree, 2=disagree, 3=not sure, 4=agree, 5=strongly agree


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Results (Qn 1): What competencies do preservice teachers have in ICT integration?

Competency X M SD

Technological Knowledge 29 1.50 0.28

Content Knowledge 29 1.68 0.20

Pedagogical knowledge 29 1.38 0.27

Pedagogical Content Knowledge 29 1.74 0.32

Technological Content Knowledge 29 1.41 0.33

Technological Pedagogical knowledge 29 1.54 0.41

Technological Pedagogical and Content Knowledge

29 1.41 0.22

Scale: 1 = No and 2 = Yes


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Results (Qn 1): What competencies do preservice teachers have in ICT

integration?• Correlation analysis showed:

– A significant relationship between:• use of technological tools and technological knowledge (r

(28) = 0.40, P = 0.03) • Use of web 2.0 facilities and technological knowledge (r

(28) = 0.52, P = 0.00)

– Insignificant relationship between:• Accessibility to technological tools and technological

knowledge (r (28) = 0.15, P = 0.44)

• Qualitative analysis showed a relationship between– Preservice teachers’ technological integration

ability and the way they learn to teach with technology (model)


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Results (Qn2): What practices are effective in enhancing competencies of

integrating TPC

• Effective practices are presented in terms of – Relevance – Skills– Knowledge and– Competency


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Results (Qn2): Effective practices (Relevance)

Intervention activity X M SD

Microteaching was relevant to my profession 26 4.50 0.51

Training was relevant to my profession26 4.46 0.51

Lesson design was relevant to my profession 26 4.38 0.57

Presentation and peers’ appraisal were relevant to my profession

26 4.42 0.58

Scale: 1=strongly disagree, 2=agree, 3=not sure, 4=agree, 5=strongly agree


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Results (Qn 2): Effective Practices (Knowledge)

Intervention X M SD

I attained sufficient TPACK during microteaching 26 4.42 0.50

I attained sufficient TPACK during training 26 4.46 0.71

I attain sufficient TPACK during Peers’ appraisal 26 4.38 0.64

I attain sufficient TPACK during lesson design 26 4.27 0.60



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Results (Qn 2): Effective practices (Skills)

Intervention X M SD

I attained sufficient skills in microteaching 26 4.23 0.59

I attained sufficient skills in training 26 4.42 0.58

I attained sufficient skills Lesson Design 26 4.27 0.60

I attained sufficient skills in peer appraisal 26 4.50 0.51



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Results (Qn 2): Effective practices (Competency)

Intervention X M SD

The intervention activities enhanced my technological competency

26 4.04 0.71

The intervention activities enhanced my pedagogical competency

26 4.46 0.51

The intervention activities enhanced my competency in content

26 4.35 0.89



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Results (Qn3): Impacts of interventions (survey)

M SD P

Pair 1TK2 3.66 0.50

0.05TK1 3.24 0.67

Pair 2PK2 4.35 0.32

0.95PK1 4.34 0.43

Pair 3CK2 4.59 0.24

0.64CK1 4.55 0.14

Pair 4PCK2 4.34 0.45

0.38PCK1 4.20 0.61

Pair 5TCK2 4.27 0.43

0.04TCK1 3.98 0.57

Pair 6TPK2 4.35 0.43

0.05TPK1 4.03 0.76

Pair 7TPACK2 4.17 0.38

0.02TPACK1 3.85 0.51


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Results (Qn3): Impacts of Interventions (observation)

M SD P

Pair 1

TK1 1.50 0.280.00

TK2 1.68 0.26

Pair 2

PK1 1.38 0.200.00

PK2 1.59 0.19

Pair 3

CK1 1.54 0.410.10

CK2 1.61 0.39

Pair 4

PCK1 1.74 0.270.00

PCK2 1.82 0.36

Pair 5

TCK1 1.41 0.330.00

TCK2 1.61 0.35

Pair 6

TPK1 1.54 0.320.00

TPK2 1.60 0.38

Pair 7

TPCK1 1.41 0.220.00

TPCK2 1.60 0.28


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Results (Qn3): Impacts of Interventions

Competencies X M SD

I can teach a lesson that combine science/math, technology and pedagogy 26

4.18

0.66

I can use strategies that can combine content, technology and pedagogy 26

4.18

0.66

I can choose technology to use in my classroom that enhances what I teach 26

4.32

0.57

I can provide leadership in helping others on the use of TPACK 26

3.95

0.72



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Conclusions• Preservice Teachers at DUCE are more

competent in PK and CK but less competent in TK

• Limited technological knowledge = limited TPACK = poor learning in science and mathematics

• Successful integration of technology pedagogy and content should start by developing instructors’ TPACK


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Conclusions

• 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 (peers appraisal)

• The adoption of these activities can enhance– Teachers’ confidence and motivation to use

technology in teaching– Teachers’ knowledge, ability and skills for

integration of technology, pedagogy and content


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Recommendations• There is a need to review the pedagogical

and ICT courses at DUCE to address TPACK• Adoption of activity based instructions in

collaborative teams can have greater impact in developing teachers’ TPACK

• There is a need for investigation of the relationship between TPACK, teachers’ attitude, skills and tools availability (TPACK vs WST)

• A study with larger sample size and more research instruments and intervention activities can also be designed in the future


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Acknowledgement

• I am indebted to: – Dr. Petra Fisser– Dr. Joke Voogt

• Thanks to the University of Twente management for offering me the UTS

• I am grateful to my classmates who were always encouraging, sharing and cherishing me through out my studies

• Thanks to you all for postponing other responsibilities to attend my presentation

practical use of ict in teachers training at

Documents

technological knowledge

technology knowledge

technological knowledge

preservice teachers

technological tools

mathematics teachers

tanzania teachers

teachers readiness