Transforming Classroom Practices through Teachers’ Learning of TPACK

The case of In-service Teachers in Tanzania

Ayoub Kafyulilo, Petra Fisser and Joke VoogtUniversity of Twente

Paper Presented at the SITE conference in Austin, Texas. 5th to 9th March 2012

Introduction Education reforms around the world emphasizes the use of

learner-centered teaching approaches Our social and institutional contexts limit the effective use of

learner-centered approaches Schools (e.g. in Tanzania) have;

fixed study schedules,

a time bound syllabus, and

examination oriented learning.

Thus, teachers worry more about the time to finish the syllabus, than the competencies that students need to develop

Technology can help teachers to use time effectively and enable students to understand the lesson

How can technology enhance students learning

There are evidence from literature (Keong et al, 2005; Voogt et al, 2009; Knezek & Christensen, 2008) that;

Constructivist pedagogical approaches are easily supported through the use of technology.

With technology; Students’ learning is improved through increased

collaboration Students maintain a high level of communication and

sharing of knowledge. Students visualize difficult and/or dangerous concepts and

processes that cannot be visualized by eyes (e.g. cell division)

Technology Integration in Education in Tanzania

Despite the potentials of technology on students’ learning, the majority of teachers in Tanzania are not embracing it in teaching

Factors contributing to low level of technology uptake in teaching:

lack of technological tools,

limited supply of electricity in most schools,

limited teachers’ technological knowledge and

Limited teachers’ technology integration competencies.

Most of the teachers in Tanzania have the basic ICT knowledge but they don’t know how ICT can support teaching and learning

An understanding of TPACK is considered important in the development of teachers’ ability to integrate technology in teaching

TPACK Development among In-service Teachers

A professional development program to develop teachers’ TPACK was organized as follows; Two days training and hands on activities on TPACK

Four weeks collaboration in teacher design teams to design technology integrated lessons (scheme of work, lesson plan and lesson notes)

A practical teaching of a technology integrated lesson in a classroom

One day workshop to reflect on the training, collaboration in design teams, lesson design, classroom teaching and students feedback.

Redesign of the lesson in teacher design team and

Re-teach the lesson in the classroom

Some of the activities during the workshop

Lesson design in teacher design teams Rehearsing teaching with technology

Methodology

12 teachers participated in the project

Data were collected for pre-intervention and post-intervention results

The following data collection instrument were used for both pre and post intervention results

i. Teachers’ questionnaire

ii. Teachers’ observation checklist

iii. Teachers’ interview guide

iv. Students’ observation checklist

Data were also collected by using student questionnaire for post intervention

Data Analysis

Descriptive statistics involving the calculation of mean and standard deviations were conducted for the students’ experience with the use of technology in learning

Wilcoxon signed ranks test for two related samples was used to analyze the level of significance in the difference between pre and post intervention results for teachers’ perceived ability of using technology in Teaching

Effect sizes were calculated for each item to determine the magnitude of the change between pre and post intervention results.

Teachers’ perceived effect of technology in teaching (N=12)

No of items

Pre Interventio

nM (SD)

Post Intervention

M(SD)

P Effect size

Use of technology improves teaching productivity (enhance students’ interactions, assessment and classroom managment) 5

2.85 (0.73)

4.23 (0.67)

.002 1.97

Use of technology supports learning activities that facilitate students’ higher order thinking

43.48

(0.73)4.21

(0.52).012 1.15

Scale: 1 = Strongly disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly agree

Observed classroom practices with technology (1)

Prior to the participation in the professional development program to develop TPACK, teachers were using teacher centered teaching approaches.

Interaction with students in the classroom was limited

In all subjects teachers were lecturing; students were listening and copying notes

Some teachers were talking while writing notice on the chalkboard.

After the training; the teaching approach changed,

The technology required a teacher to interact with the students by asking questions regarding what is presented through technology.

Observed classroom practices with technology (2)

The use of an animation or video to depict scientific processes, enhanced interaction between teacher and students, amongst students, students and technology as well as students and subject matter.

Subject matter

Teacher

Students

Technology

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

Students’ Experience with Technology in Science Learning (N = 40)

No of items

Mean SD

Student’s knowledge of computer (have seen it before, used it)

4 3.59 1,04

Students’ attitude towards learning science with technology

11 4.45 0.52

Use of technology enhances learning of difficult concepts

5 4.24 0.64

Technology helps students to be more involved in the learning process than the traditional classes

6 4.35 0.57

Scale: 1 = strongly disagree, 2 = disagree, 3 = undecided, 4 = agree, 5 = strongly agree

Teachers’ opinions regarding students learning in a technology integrated class

Question Responses (number of respondents in brackets)To what extent do you think students’ learning in science improved through the integration of technology in teaching?

-To a great extent (all teachers) reasons:-Students attention to the lesson was increased (4)-Students were very active and interactive during the technology integrated lesson (4)-They did well in the assignment they were given (5)-They told us that they enjoyed and understood the lesson (3)-Students asked for other lesson that use technology (3)-They were able to observe process which are difficult to observe in the regular classes (1)-Students were excited by our lesson; they told us (3)

The Impact of TPACK on Teachers’ Classroom Practices

Teachers’ understanding of TPACK had an impact on:

Teachers’ choice of the pedagogical approaches in relation to the content and the technology in use

Teachers’ design of the students activities in relation to the technology in use and the content to be covered

By considering TPACK, Kibasila secondary school teachers were able to focus their lessons design around technology, pedagogy and content in an integrated manner

TPACK was used as a guide and a reflection model for ensuring a clear interplay between content, pedagogy and technology

The Impact of TPACK on Teachers’ Classroom Practices (2)

An understanding of TPACK had an impact not only on how teachers teach but also to the students;

Hayes (2007) uphold that, use of technology in teaching doesn’t only change the way a teacher teaches, but also the way students learn

For example students at Kibasila secondary school reported to enjoy and understand the technology integrated lessons better than traditional lessons;

Students also reported to understand some scientific concepts and processes (e.g. mitosis) more easily, and developed interests and motivation to the lesson than it used to be in other lessons

The impact of teachers’ TPACK on classroom practices

Learning with technology offered an opportunity for students to learn through collaboration to solve a task given by their teachers.

The collaboration approach had two advantages to students;

i. the opportunity to share ideas and concepts, thus, being able to respond to questions more appropriately; and

ii. the social gain, where new friendships were established

From our findings we consider that the changes that teachers made in their teaching, were a result of their learning and understanding of TPACK.

Thanks for your attention