Embed Size (px)
DESCRIPTION
This paper was presented at the International conference organized by SITE from 25th to 29th March 2013 in New Orleans - USA.
Citation preview
Supporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzania
Ayoub Kafyulilo,
Dar es salaam University College of Education,
Petra Fisser and Joke VoogtUniversity of Twente.
Introduction This study develops from two successive studies
conducted in 2010 and 2011 with pre-service and in-service teachers respectively.
The two studies adopted a combination of a workshop, collaborative lesson design, microteaching (pre-service)/classroom teaching (in-service) reflection
The pre-post intervention results for the two studies showed a significant improvement in the perceived and observed technology integration knowledge and skills.
Introduction….
The two previous studies encountered some technological, pedagogical and collaboration challenges
To overcome these challenges, four support options were proposed in this study The expert Collaboration guidelines Online learning materials (pictures, animations and videos) Exemplary lessons
The support
The expert: To provide some technological and pedagogical support during the lesson design and implementation
Online materials: Teachers are not technicians and have limited time for designing high-tech learning materials, Some free online animations and videos are proposed
Exemplary lessons: Novice teachers find it difficult to start the design of technology integrated lessons. Exemplary lessons can serve as model for teachers to create
their own lessons Collaboration guidelines: Design teams are challenging to
teachers in terms of agreement and time planning (Bakah, 2012). Guideline can offer directions for teachers’ collaboration
The intervention
The study was designed along four intervention activities The workshop The design of technology enhanced lessons in design
teams The lesson implementation in the classroom Reflection with peers
A second cycle continued with the re-design of the technology integrated lesson based on the reflection
Research questions
What support option is effective for teachers’ development of technology integration knowledge and skills for science teaching?
What technology integration knowledge and skills do teachers develop when they collaborate in design teams?
Participants
The study was conducted in two secondary schools in Tanzania
From each school 10 science (physics, chemistry and biology) teachers participated in the study
Three design teams were formed in each school.
Instrument
Five data collection instruments were used: TPACK survey Support survey Observation checklist Interview Focus group discussion
Results: Support for collaboration
All support options were reported effective (M > 4.0) Each had impact in a specific area of the intervention The expert: lesson design, lesson implementation and
reflection. Online materials: lesson design and implementation Exemplary lessons: lesson design Collaboration guidelines: lesson design
Example of the support by the expert (video)
Online materials (demonstration of the feeding in amoeba)
TPACK development
Results showed a significant difference between pre- and post-intervention teachers’ TPACK (p ≤ 0.001)
Before intervention; teachers perceived their TPACK to be average (M ≤ 3.4, SD ≈ 0.9).
After intervention, they perceived it high (M ≥ 4, SD < 0.5).
Observation data showed improvement between the first lesson implementation and the second
The availability of various support options was acknowledged for the teachers’ development of TPACK
TPACK Development From interview and focus group discussion it was
revealed that; Teachers who did not know how to perform some basic
computer operations, after intervention were able to; Prepare PowerPoint slides Search online materials and link them to PowerPoint Use animations to demonstrate complex science
concepts.
Conclusions
Collaboration, lesson implementation, and support were key to the development of TPACK
In teams teachers were able to learn from each other Lesson implementation offered an in-field experience In addition to the workshop, design teams, lesson
implementation and reflection, which were the main intervention activities,
The support options were of great importance to teachers’ development of technology integration knowledge and skills.
The support were relevant to the learning needs of the teachers and context-fit to Tanzania.
