NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1083237
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISSN: EISSN-1449-5554
ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge
Kafyulilo, Ayoub; Fisser, Petra; Pieters, Jules; Voogt, Joke
Australasian Journal of Educational Technology, v31 n4 p381-399 2015
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. Pre- and 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 re-design, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching.
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tanzania
Grant or Contract Numbers: N/A