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

Abstract

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.

Factors affecting teachers’ continuation of technology use in teaching

“…The findings of the three studies conducted showed that the participants in the professional development program developed their technology-integration knowledge and skills as was revealed through self-reported data, lesson plans evaluation, interviews, focus group discussion and observations of the lessons in the classrooms. Studies by Agyei and Voogt (2012), Alayyar et al (2011) and Jimoyiannis (2010) also show that professional development programs that involve teachers in the collaborative design of technology-enhanced science or mathematics lessons are promising for teachers' development of technology integration knowledge and skills and lead to effects that are sustainable over time (cf. Agyei and Voogt 2014).…”

Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers

“…One way of ensuring that prospective mathematics teachers develop instructional design capacities is to engage them in design activities as in creating instructional materials (Agyei & Voogt, 2012). Constructing instructional materials enables prospective teachers to think deeply about the kind of mathematical task and pedagogical approaches that affect students' learning processes.…”

“…These moves are based on the supposition that when teachers teach with these technologies, students will develop substantial mathematical knowledge and lifelong learning skills (Buabeng-Andoh, 2012;MOESS, 2007). While the supposition holds a significant level of acceptance in literature (Guzeller & Akin, 2012;Beki & Guveli, 2008;Kong & Kwok, 2005), recent studies (Agyei & Voogt, 2012;Agyei & Voogt, 2011) have noted that most mathematics teachers have not had adequate preparation in terms of pedagogical knowledge, technical skills and readiness for such technology integration. It is thus imperative to question how teacher educators can prepare prospective teachers towards technology integration in Ghana.…”

“…Literature review on teacher education processes and technology integration worldwide suggests a gradual shift towards learning technology-by-design and lesson enactment approaches (Akayuure, Nabie & Sofo, 2013;Agyei & Voogt, 2012;Koehler, Mishra & Yahya, 2007). Agyei and Voogt (2012), for example, established that the use of collaborative design in which pre-service teachers work with peers to design and enact lessons using specific technology promotes teacher competencies for technology integration.…”

“…Agyei and Voogt (2012), for example, established that the use of collaborative design in which pre-service teachers work with peers to design and enact lessons using specific technology promotes teacher competencies for technology integration. Studies in this area are very rare or perhaps still new in Ghana.…”