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

Kafyulilo, Ayoub; Fisser, Petra; Pieters, Julius Marie; Voogt, Joke

doi:10.14742/ajet.1240

Cited by 93 publications

(66 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Kafyulilo et al (2015) reported that despite efforts, teachers are slow in embracing technology. His team studied perceived knowledge and skills of integrating technology with the use of TPACK framework and found that more staff development programs are needed to develop technological pedagogical knowledge.…”

Section: International Investigationsmentioning

confidence: 99%

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Khine

Ali

Afari³

2016

Educ Inf Technol

View full text Add to dashboard Cite

Teaching in the classroom today can no longer sustain the interest of students and be effective if the process involves traditional approach -teachers as sole provider of content information. In recent years technology has played a significant role in transforming education to more progressive and interactive activities. However the use of technology itself does not produce positive results in quality of learning and students' achievement. Teachers must be competent in subject knowledge, pedagogical skills and technological know-how. The Technological Pedagogical Content Knowledge or TPACK as a conceptual framework can guide teachers to understand the complex relations between the six components of the model. There has been numerous studies on TPACK in international contexts beyond cultural and language boundaries. This paper examined recent studies on TPACK in various countries and reports findings from a study conducted with student teachers in the UAE.

show abstract

Section: International Investigationsmentioning

confidence: 99%

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Khine

Ali

Afari³

2016

Educ Inf Technol

View full text Add to dashboard Cite

show abstract

“…Several projects were initiated to enhance teachers' pedagogical content knowledge and teaching approaches (Kitta, 2004), and providing schools with adequate teaching and learning resources (Sumra & Katabaro, 2014). Other initiatives include training of more mathematics teachers, and the introduction of Information and Communication Technology (ICT) in teacher education and secondary schools in early 2002 (Kafyulilo, Fisser, Pieters, & Voogt, 2015).…”

Section: Introductionmentioning

confidence: 99%

Assessing Students’ Performance in Mathematics in Tanzania: The Teacher’s Perspective

Mazana

Montero

Casmir

2020

INT ELECT J MATH ED

View full text Add to dashboard Cite

One of the aims of teaching and learning mathematics is to encourage and enable learners to become confident in using mathematics to analyze and solve practical problems in real-life situations. However, while a few students prosper in learning of mathematics, many students find it difficult and ultimately fail the subject. This study analyses students' mathematics performance data and examines the perception of teachers on the causes of poor academic performance in mathematics among students in Tanzania. The study also probes on teachers' emotions when teaching mathematics. The study utilizes the primary, secondary and tertiary students' performance data during the period 2008 to 2016. The data were obtained from the National Examination Council of Tanzania and the College of Business Education records as well as 28 semistructured interviews with purposively selected teachers and lecturers. Data are analyzed through content analysis and descriptive statistics. Findings reveal higher failure rates in primary and secondary schools particularly lower secondary school. Gender differences exist at all levels of education with girls underperforming in primary, lower secondary, and college examinations due to cultural factors impacting female students' learning. Factors associated with student's poor performance in mathematics are in line with Walberg's productivity model but for Tanzania, policy environment and culture also play an important role. The findings reveal that majority of mathematics teachers and lecturers possess mixed emotions towards student's ability and the teaching-learning environment. Measures to improve the situation suggested include; enhancement in teaching-learning environments, classroom instructions, teaching skills, students learning skills, teacher training programs, attitude of the community, and accountability. The results provide information about the trends of mathematics achievement and associated factors for educators and other stakeholders to consider the implication in curriculum and instructional practices of mathematics at all levels of education.

show abstract

“…In support of the ICT-TPD policy three small scale intervention studies were conducted in the 2010 to 2012 timeframe, in which a professional development program was designed and evaluated (Kafyulilo 2013;Kafyulilo et al 2014Kafyulilo et al , 2015. The studies adopted the collaborative design of technology-enhanced science and mathematics lessons in teacher teams, as an approach for teachers' professional development.…”

Section: Introductionmentioning

confidence: 99%

“…The professional development program aimed at developing technology integration knowledge and skills for science and mathematics pre-service teachers, who were college students (study 1, Spring 2010) (Kafyulilo et al 2015) and in-service teachers or practicing teachers, conducted with teachers from a school which is nicknamed as school A (study 2, Spring 2011, Kafyulilo et al 2014). Study 3 was conducted with practicing teachers from two schools nicknamed as school B and C. (Spring 2012) (Kafyulilo 2013).…”

Section: Introductionmentioning

confidence: 99%

Factors affecting teachers’ continuation of technology use in teaching

Kafyulilo

Fisser²,

Voogt

2015

Educ Inf Technol

Self Cite

View full text Add to dashboard Cite

This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and technological factors. Twelve teachers and three school leaders participated in the study. Data was collected through interviews. Findings showed that the continuation of technology use differed for the teachers involved in the professional development program. While all teachers reported to have gained knowledge and skills through the professional development program and were positive about technology use in education, only some teachers continued the use of technology. The data revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time and lack of technology tools), the encouragement of school management was a critical factor in teachers' continuation of technology use. Implications of the findings are discussed.

show abstract

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

Cited by 93 publications

References 24 publications

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Assessing Students’ Performance in Mathematics in Tanzania: The Teacher’s Perspective

Factors affecting teachers’ continuation of technology use in teaching

Contact Info

Product

Resources

About