Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa

Ottevanger, Wout; Akker, Jan van den; Feiter, L. de

doi:10.1596/978-0-8213-7070-4

Cited by 54 publications

(82 citation statements)

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“…Major barriers to technology integration were the current teaching strategies used in senior high schools, and lack of teachers' and pre-service teachers' knowledge of ways to integrate technology in instruction. The most frequently used strategy in the senior high school classrooms was the chalk and talk approach in which teachers did most of the talking and intellectual work, while students were passive receptacles of the information provided (Ottevanger, van den Akker & de Feiter, 2007;Agyei & Voogt, 2011a). Agyei and Voogt (2011a) reported that for most teachers, effectively integrating technology in their instruction was a complex innovation which required them to change their routines of teaching (cf.…”

Section: Introductionmentioning

confidence: 99%

“…The study on Developing Science Mathematics and ICT (SMICT) education in Ghana suggested changes to the teacher's instructional role, from presenter of knowledge using drill-oriented methods, to participatory teaching and learning (Ottevanger, et al, 2007). More particularly, it recommended effective use of equipment for practical work and ICT, which needs to be optimised through extensive programs of pre-service and in-service teacher support.…”

Section: Introductionmentioning

confidence: 99%

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Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design

Agyei

Voogt

2012

AJET

129

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Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK).This paper presents a case study of four pre-service mathematics teachers from the University of Cape Coast, Ghana, who worked in two design teams to develop lessons, and subsequently taught in a technology-based environment for the first time. It was evident from the findings that more systematic efforts are needed to engage pre-service teachers in technology-rich design activities, to develop their TPCK adequately. The study also showed the potential of TPCK as a new frame for developing pre-service teachers' experiences in technology integration within initial teacher education, particularly in Sub-Saharan African countries.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design

Agyei

Voogt

2012

AJET

129

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“…Even though teachers are learning to use and integrate technology into their teaching, teachers are not using technology as a pedagogical tool to enhance teaching and learning in their subjects. Studies (Hare, 2007;Ottevanger et al, 2007;Vesisenaho, 2007) report that ICT use in schools in Tanzania is mostly confined to management and administration purposes. According to Hare (2007) in most of the schools ICT is used for keeping students' records and typing office documents such as letters.…”

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confidence: 99%

“…training materials (Ottevanger, van den Akker, & de Feiter, 2007). Despite these initiatives to overcome the massive failure of students in science and mathematics, the situation has remained poor (O-saki, 2007).…”

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confidence: 99%

“…From this period the Ministry of Education and Vocational Training (MoEVT) endorsed that ICT should not only be taught as a subject, but also be integrated as a pedagogical tool for teaching and learning in subject areas (URT, 2007). Despite the fact that the government of Tanzania introduced the use of technology in education as of 2002, the ICT uptake by teachers is still low and improper (Hare, 2007;Ottevanger et al, 2007). Several studies (Hare, 2007;Swarts & Wachira, 2010; Tilya, 2007) revealed that the computers that are available in schools in Tanzania are mostly used for administration purposes, and sometimes for teaching basic ICT skills, but not as tools for instructional delivery.…”

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confidence: 99%

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ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

Kafyulilo

Fisser²,

Pieters

et al. 2015

AJET

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Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching. Pre-service teachers (N=22) participated in microteaching, hands-on training, collaborative lesson design in design teams, and reflection with peers. Preand post-assessment results of the pre-service teachers' perceived knowledge and skills of integrating technology in teaching, showed significant changes in technology-related components of TPACK. We conclude that opportunities for pre-service teachers to participate in professional development programs that involve lesson design, teaching, evaluation and redesign, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching. IntroductionTanzania experiences, just like many developed and developing countries, a challenge in relation to students' participation and performance in science and mathematics subjects at secondary school education. A report by the Mathematical Association of Tanzania These failures have been attributed to, amongst other factors, the absence of competent teachers, lack of science teaching and learning resources as well as shortage of science and mathematics teachers in most schools (URT, 2008).Since the 1990s the government of Tanzania has taken several initiatives to address the problem of massive failures in science and mathematics subjects in the country. Several projects were established in collaboration with international organisations to enhance science and mathematics teaching approaches, to prepare new teaching resources including books, and training of more science and mathematics teachers (O-saki, 2007). One of the projects was the Science Education in Secondary Schools (SESS) a project funded by the German GTZ in 1997, and based in the Ministry of Education and Culture in Tanzania, aiming at improving teaching and learning in science and mathematics for girls and boys in secondary schools (O-level) in Tanzania. Another project was the Teacher Education in Mathematics and Science (TEAMS) from 1996 to 2004 which was funded by the Dutch government to review the undergraduate science teacher education programs at the University of Dar es Salaam, by conducting research, training postgraduate students and developing in-service Australasian Journal of Educational Technology, 2015, 31(4). 382training materials (Ottevanger, van den Akker, & de Feiter, 2007). Despite these initiatives to overcome the massive failure of students in science and mathematics, the situation has remained poor (O-saki, 2007).Further efforts to enhance science and mathematics teaching and learning outcomes focused on ...

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From Needs Analysis to Large-Scale Implementation: Using Collaborative Design to Support ICT Integration

Agyei

2019

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

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The new mathematics curriculum for senior high school in Ghana encourages teachers to make use of the calculator and the computer for problem solving and investigations of real life situations. The goal is to help students acquire the habit of analytical thinking and the capacity to apply knowledge in solving practical problems. As a result, the government and other institutions have invested huge sums of money in procurement of computers and establishment of computer labs in most senior high schools; however, there still exists a gap between this new concept of teaching with ICT as specified in curriculum and policy documents and the use of ICT in practice. Important questions such as “what can teachers do with computers to extend their instructional methods and improve students’ outcomes?” remain unanswered. This chapter describes three iterations of an instructional course for pre-service mathematics teachers in Ghana aimed at addressing this type of question. The course design was based on Technological Pedagogical Content Knowledge as a conceptual framework for the course content and Learning Technology by Design as the course method. This chapter shows how evaluations informed the design of the successive iterations, and proposes a set of guidelines for design of similar courses in similar contexts.

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Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa

Cited by 54 publications

References 0 publications

Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design

Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design

ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

From Needs Analysis to Large-Scale Implementation: Using Collaborative Design to Support ICT Integration

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