Developing Technological Pedagogical Content Knowledge through Teacher Design Teams: The

Case of pre-service Mathematics teachers in Ghana

SITE 2010, SAN DIEGO

Douglas D. Agyei & Joke Voogt

IntroductionTotal area = 23,837,000 sq. kmTotal population = 23,837,000Capital city = AccraOfficial language = English • In Ghana technology

in instruction is not practiced!

- Importance has not been placed on this practice

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The Context (1): Feasibility of technology use in Ghanaian classrooms

Barriers• Lack of knowledge about ways to integrate

technology in teaching • Lack of pedagogical support (like training)• Technology competencies are lacking• Availability and accessibility problems (minimal)• Traditional methods of teaching (Both at SHS’s and

Teacher Education prog.)• No preparation (of pre-service teachers )from

teacher education programme

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The Context (2)

TPCK(TPACK)- Interconnection / intersection of content, pedagogy and technology (Mishra & Koehler,2006)

Learning Needs- Knowledge of ICT

alternatives (appropriate ways of integrating ICT)

- Ability to use ICT in mathematics teaching and learning

What Knowledge, skills and dispositions do teachers

need?

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The Context (3)

A Professional Development Programme (PDP): Is a necessity!

Opportunities• Curriculum and policy documents encourage it

(MESS,2007; MOE, 2000)• Institutions (teacher education and SHS’s) are open for

such innovation• Readiness of participants to learn ICT skills (Possible

attitudes & High perceptions)• Availability of computer labs in schools

• Access to some ICT tools

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Professional Development for Mathematics

Pre- Service Teachers

• IntenseIntense summer program ( 8 weeks)• Exemplary materials (a major component)• Working in TDT’s (The PD approach) to

– Identify mathematics topics (concept);

– Identify appropriate technology resources for the topic;

– Design & develop appropriate activities;

– Incorporate activities in lesson & planning instructional strategy ;

– Teach the lesson in a technology-based environment & evaluate it.

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Overview of professional support activities

Relation of Professional Development (PD) activities with TPCK framework and strategies for teacher learning. Components of PD activities Stage TPCK

frame-work

Teacher learning strategies

Introduction to basic computer skills(including spreadsheet basics)

w TK Collaboration

Introduction to teacher learning by design

w PCK Educative curriculum materials

Introduction to TPCK concept w TPCK Educative curriculum materials; collaboration

Introduction/demonstration of spreadsheet-based lesson (exemplary material) and discusion

w TPCK Grounding learning in classroom practice

Development of SSL activities by teachers

w/d TCK Learning by design

Development of SSL materials by teachers

d TPCK Learning by design

Teaching of SSL to colleagues/peers/researcher

w/i TPCK Grounding learning in classroom practice

Revision of the developed lesson materials based on feedback

w/d/i TPCK Feedback from practitioners

w = workshop; d = design; i = implementation ; SSL= spreadsheet supported lesson

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Challenge of the study

Measure the impact of the PDP• Describe teachers’ developing TPCK knowledge,

beliefs and dispositions• Explain how components (TDT’s & Exemplary

materials) influence teachers’ TPCK growth. − Pre and Post technology competency

questionnaire/student questionnaire (125)

− Interview (teachers(4),student guided discussion)

− Observation

− Researchers’ logbook

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Self-Efficacy/Outcome Expectancy5pt Likert scale: SA-SD

• See page 2 of handout

• Measures Spreadsheet Competencies

Shaded = Self Efficacy (Belief in ones’ own ability with spreadsheet)

Clear = Outcome Expectancy (Outcome believed possible given ones’ effective teaching)

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Increasing developmental TPCK levels-Stages of Adoption (SOA)

Knezek, Christensen, Miyashita & Ropp, 2000

Stage 1: Awareness

Stage 2: Learning the process

Stage 3: Understanding and application of the process

Stage 4: Familiarity and confidence

Stage 5: Adaptation to other contexts

Stage 6: Creative application to new contexts

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Results (1): Growth in TPCK In depth analysis of 4 teachers’ growth in TPCK Isaac Nat Kobby Serena

(TK) Pre Post Change in Self Efficacy

4.38 4.88 0.50

3.65 4.63 0.98

4.25 5.00 0.75

3.63 4.88 1.25

(TPK) Pre Post Change in Outcome Expectancy

4.18 4.44 0.26

3.52 4.20 0.68

4.20 4.69 0.49

3.53 4.22 0.69

(SOA) Pre Post Change in SOA

3.0 4.0 1.0

2.0 3.0 1.0

3.0 4.0 1.0

2.0 4.0 2.0

TK – Technology knowledge (with spreadsheet) Self Efficacy (Beliefs in their own ability with spreadsheet) TPK- Technological Pedagogical Knowledge Outcome Expectancy (Outcome believed possible given effective teaching)

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Results (2): Student Experiences

Students’ score on 3 sub-scales of the lessons by the 4 teachers Isaac (N= 30) Nat (N=30) Kobby(N=31) Serena (N=34) ANOVA TEST

Sub-scale Mean Mean Mean Mean F Sig Clarity

(=0.74) 4.40 4.30 4.58 4.53 4.77 0.004* Interest (=0.71) 4.41 4.301 4.57 4.45 2.80 0.043*

Presentation (=0.70) 4.36 4.27 4.44 4.35 1.07 0.363

* Significant at 0.05 level; Effect size index, 2 (eta square): Clarity = 0.11; Presentation = 0.07

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Results (3): Teachers’Experiences

• Professional Skill- Developing & teaching

SSL lessons- Blending components

of TPCK effectively in lessons

- Guiding students to learn (effectively) in SSL environment

• Challenges- Difficulty in making a

link between lesson and real life situation (more time & practice needed)

- Problems in managing time allotted for various sections of the lesson (was lesson overloaded?-more time & practice)

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Results (4): Teachers’Experiences with TDT’s

Very Receptive• Reasons- Opportunity to support

each other (via collaborations and free conversations)

- Enhanced professional competencies

- Increased output- Increased confidence

• Challenges- Time- Information with holding

(across teams)- Lesson design task itself- Different viewsLessons learnt- Discuss ideas for common

understanding- Tolerance

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Results (5):Experiences with Exempalary

materials

• Opinions- Enhanced TPCK- Improved knowledge on

subject matter - Simplified lesson preparation- Enhanced their skill for

teaching SSL- Facilitated step-by-step

teaching- Suitable classroom activities- Student participation

• Future use of Materials- Enthusiastic (Both teachers

& student )Reasons- Promoted student

participation- Sustains student interest in

lesson- Helps students develop

inquiry minds- Student – centred learning

approach

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What we learned...

• Developing & teaching SSL was key to teachers’ developing TPCK

• Experience in learning their subject matter better (expanding own conceptions of teaching mathematics with SSL).

• Extension of knowledge to developing other mathematics lessons with spreadsheet.

• Support student understanding & interest in making connections among various representations (variables, equations, graphs)

• Support from TDT’s enhanced teachers’ TPCK

• Working with (and developing) exemplary materials supported teachers’ growth in their TPCK

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Conclusions & Further study

• Conclusion– The PDP enhanced teachers’ TPCK– TDT’s and use of exemplary materials are

promising strategies in TPCK development

Future direction of research– Extension of study (by exploring further topics

and concepts).– A future study that follows the teachers into the

field (as they contend with real school barriers of time, access and infrastructure)