ICT Integration in Science and Mathematics Lessons: Teachers Experiences about Professional Development Programme
DOI:
https://doi.org/10.61538/huria.v19i0.138Abstract
The study reported in this paper used Guskey’s model (Guskey, 2000) to systematically investigate teachers’ experiences about the professional development programme on ICT integration in teaching and learning of Science and Mathematics in secondary schools. The study employed survey research design and an Open-ended Questionnaire was used to gather qualitative data from 63 secondary school teachers in four regional centres (i.e. Dar es Salaam, 13, Mwanza, 16, Singida, 19 and Shinyanga, 15), drawn using purposive sampling technique. Analysis of the data using Data Reduction Technique revealed that 95.2% of the participants had positive experience with the professional development programme. They reported that, the professional development programme made them acquire technological and technological-pedagogical knowledge. However, there was no evidence that teachers learned subject matter content from the programme. Furthermore, teachers appreciated the different kinds of support that they received during / the programme and were optimistic that they will use ICT to improve their teaching and learning of Science and Mathematics in secondary schools. Relevant recommendations for action and further research are suggested based on the findings of the study.References
Augusti, M., Joel, N. F., Mgeni, M. S., Msolla, J. J & Nihuka, K. A. (2013). Pedagogical integration of ICT for teacher education quality improvement: Challenges that determine literate ICT tutors from pedagogical ICT integration in teachers colleges in Tanzania. (Retrievable from https://spidercenter.org/pedagogical-integration-ictteacher-education-quality-improvement-%E2%80%93-challenges-deter-literate-ict on 20th March, 2014).
Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547-564.
Agyei, D. D. (2012). Preparation of pre-service teachers in Ghana to integrate ICT teaching of Mathematics. Doctoral thesis, University of Twente, Enschede.
Alayyar, G. M., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service science teachers: Support from blended learning.
Bates, A. W. (2000). Managing technological change: Strategies for college and university leaders. San Francisco: Jossey-Bass, Inc.
Bianco, M., Collis, B., Cooke, A., & Margaryan, A. (2002). Instructor support for new learning approaches involving technology. Staff and Educational Development International 6(2), 129-148.
Carrier, C., Finholt-Daniel, M., & Gregory, C. (2012). Pre-service teacher professional development programme in Malawi: Findings of a pilot study on the viability of media players for teacher development. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8(2), 77-91.
Collis, B., & Moonen, J. (2001). Flexible learning in a digital world: Experiences and expectations. London: Routledge.
De Boer, W. (2004). Flexibility support for a changing university. Doctoral Thesis. University of Twente, Enschede.
Guskey, T. R. (2000). Evaluating professional development. Thousands Oaks: Corwinn Press.
Hennessy, S., Onguko, B., Harrison, D., Ang’ondi, E.K., Namalefe, S., Naseem, E., & Wamakote, L. (2010). Developing the Use of Information and
Communication Technology to Enhance Teaching and Learning in East
African Schools: Review of the Literature. Centre for Commonwealth
Education & Aga Khan University Institute for Educational Development – Eastern Africa Research Report No. 1
Joyce, B., & Showers, B. (1995). Student achievement through staff development: Fundamentals of school renewal (2nd ed.). White Plains, NY: Longman.
Kafyulilo, A. C. (2013). Collaborative design in teams to develop science and mathematics teachers’ technology integration knowledge and skills. Doctoral thesis, University of Twente, Enschede.
Kafyulilo, A. C., Fisser, P., Pieters, J., & Voogt, J. (2012). ICT use in science and mathematics teacher education in Tanzania: Developing technological pedagogical content knowledge.
Kigobe, J. (2013). Current situation on challenges and application of ICT in secondary schools in Tanzania. Masters Thesis, Northeast Normal University of China.
Kirkpatrick, D. L. (1959). Techniques for evaluating training programs. Journal for the American Society of Training Directors, 13(11).
Miles, M. B., & Huberman, A. M (1994). An Expanded Source book, Qualitative Data Analysis. 2nd Edition. London, SAGE Publications.
Nihuka, K. A. (2011). Collaborative course design to support e-learning implementation by instructors. Doctoral dissertation, University of Twente, Enschede.
Nihuka, K. A. (2008). The feasibility of e-learning integration in course delivery at the Open University of Tanzania. Masters Thesis, University of Twente, Enschede.
Nihuka, K. A. (2012). An analysis of educational media and technology instructional material of the Open University of Tanzania. (Submitted to HURIA Journal).
OUT & AVU. (2011). Report on the ICT professional development programme for secondary school teachers and teacher professional development programme college instructors in Tanzania
Senzige, J. P., & Sarukesi, K. (2003). An Approach to ICT based school education in Tanzania. African Studies Association of Australasia and the Pacific 2003, Conference Proceedings - African on a Global Stage.
Swarts, P., & Wachira, E. M. (2010). Tanzania: ICT in education situational analysis. Report by Global e-Schools and Communities Initiatives (geSCI). Retrieved from http://gesci.org/assets/files/Knowledge%20Centre/Situational %20Analysis_Tanzan ia.pdf, on 09th April, 2014.
Tagoe, M. (2012). Students’ perceptions on incorporating e-learning into teaching and learning at the University of Ghana. International Journal of Education
and Development using Information and Communication Technology
(IJEDICT), 8(1), 91-103.
Joke V. (2010). A blended in-service arrangement for supporting science teachers in technology integration. Journal of Technology and Teacher Education, 18(1), 83-109.
