Item history (saalimkoomar, Wed Feb 03 2021 11:54:27 GMT+0000 (GMT))

TY - JOUR
TI - Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania.
AU - Kafyulilo, Ayoub
AU - Fisser, Petra
AU - Voogt, Joke
T2 - Education & Information Technologies
AB - This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers' technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers' experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers' technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching. [ABSTRACT FROM AUTHOR]
DA - 2016/03//
PY - 2016
DO - 10.1007/s10639-014-9321-0
DP - EBSCOhost
VL - 21
IS - 2
SP - 301
EP - 318
J2 - Education & Information Technologies
SN - 13602357
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=113393505&site=ehost-live&scope=site
DB - bri
L1 - https://link.springer.com/content/pdf/10.1007%252Fs10639-014-9321-0.pdf
KW - Professional development
KW - In-service science teachers
KW - Lesson design in teams
KW - Technology integration knowledge and skills
KW - TPACK
KW - PROFESSIONAL education
KW - CAREER development
KW - EDUCATIONAL technology
KW - CHEMISTRY education
KW - MICROSOFT PowerPoint (Computer software)
KW - SCIENCE teachers
KW - SECONDARY schools
ER -

TY - JOUR
TI - Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania
AU - Kafyulilo, Ayoub
AU - Fisser, Petra
AU - Voogt, Joke
T2 - Education and Information Technologies
AB - This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers' technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers' experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers' technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching.
DA - 2016/03//
PY - 2016
DO - 10.1007/s10639-014-9321-0
VL - 21
IS - 2
SP - 301
EP - 318
LA - English
SN - 13602357
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1771232385?accountid=9851
AN - 1771232385
DB - Education Collection
L1 - https://link.springer.com/content/pdf/10.1007%252Fs10639-014-9321-0.pdf
L2 - https://cambridge-primo.hosted.exlibrisgroup.com/openurl/44CAM/44CAM_services_page?genre=article&atitle=Teacher+design+in+teams+as+a+professional+development+arrangement+for+developing+technology+integration+knowledge+and+skills+of+science+teachers+in+Tanzania&author=Kafyulilo%2C+Ayoub%3BFisser%2C+Petra%3BVoogt%2C+Joke&volume=21&issue=2&spage=301&date=2016&rft.btitle=&rft.jtitle=Education+and+Information+Technologies&issn=1360-2357&isbn=&sid=ProQ%3Aeducation_
KW - Professional development
KW - Educational technology
KW - In-service science teachers
KW - Lesson design in teams
KW - Technology integration knowledge and skills
KW - TPACK
KW - Teamwork
KW - Lesson plans
KW - Secondary school teachers
KW - Science teachers
KW - Computers--Information Science And Information Theory
ER -

TY - JOUR
TI - Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania
AU - Kafyulilo, Ayoub
AU - Fisser, Petra
AU - Voogt, Joke
T2 - Education and Information Technologies
AB - This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers' technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers' experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers' technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching.
DA - 2016/03//
PY - 2016
DO - 10.1007/s10639-014-9321-0
VL - 21
IS - 2
SP - 301
EP - 318
LA - English
SN - 13602357
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1771232385?accountid=9851
AN - 1771232385
DB - Education Collection
L1 - https://link.springer.com/content/pdf/10.1007%252Fs10639-014-9321-0.pdf
L2 - https://cambridge-primo.hosted.exlibrisgroup.com/openurl/44CAM/44CAM_services_page?genre=article&atitle=Teacher+design+in+teams+as+a+professional+development+arrangement+for+developing+technology+integration+knowledge+and+skills+of+science+teachers+in+Tanzania&author=Kafyulilo%2C+Ayoub%3BFisser%2C+Petra%3BVoogt%2C+Joke&volume=21&issue=2&spage=301&date=2016&rft.btitle=&rft.jtitle=Education+and+Information+Technologies&issn=1360-2357&isbn=&sid=ProQ%3Aeducation_
KW - Professional development
KW - Educational technology
KW - In-service science teachers
KW - Lesson design in teams
KW - Technology integration knowledge and skills
KW - TPACK
KW - Teamwork
KW - Lesson plans
KW - Secondary school teachers
KW - Science teachers
KW - Computers--Information Science And Information Theory
ER -

TY - JOUR
TI - Teacher Design in Teams as a Professional Development Arrangement for Developing Technology Integration Knowledge and Skills of Science Teachers in Tanzania
AU - Kafyulilo, Ayoub
AU - Fisser, Petra
AU - Voogt, Joke
T2 - Education and Information Technologies
AB - This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers' technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers' experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers' technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching.
DA - 2016/03//
PY - 2016
DO - 10.1007/s10639-014-9321-0
VL - 21
IS - 2
SP - 301
EP - 318
LA - English
SN - 1360-2357, 1360-2357
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826532472?accountid=9851
AN - 1826532472; EJ1092036
DB - Education Collection
L1 - https://link.springer.com/content/pdf/10.1007%252Fs10639-014-9321-0.pdf
L2 - https://cambridge-primo.hosted.exlibrisgroup.com/openurl/44CAM/44CAM_services_page?genre=article&atitle=Teacher+Design+in+Teams+as+a+Professional+Development+Arrangement+for+Developing+Technology+Integration+Knowledge+and+Skills+of+Science+Teachers+in+Tanzania&author=Kafyulilo%2C+Ayoub%3BFisser%2C+Petra%3BVoogt%2C+Joke&volume=21&issue=2&spage=301&date=2016&rft.btitle=&rft.jtitle=Education+and+Information+Technologies&issn=1360-2357&isbn=&sid=ProQ%3Aeric_EJ1092036
KW - Computer Software
KW - Cooperation
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Focus Groups
KW - Foreign Countries
KW - Interviews
KW - Observation
KW - Professional Development
KW - Questionnaires
KW - Reflection
KW - Science Instruction
KW - Science Teachers
KW - Secondary Education
KW - Secondary Schools
KW - Tanzania
KW - Teaching Methods
KW - Technology Integration
KW - Technology Uses in Education
KW - Visual Aids
ER -

TY - JOUR
TI - Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania
AU - Kafyulilo, Ayoub
AU - Fisser, Petra
AU - Voogt, Joke
T2 - Education and Information Technologies
AB - This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching.
DA - 2016/03/01/
PY - 2016
DO - 10.1007/s10639-014-9321-0
DP - Springer Link
VL - 21
IS - 2
SP - 301
EP - 318
J2 - Educ Inf Technol
LA - en
SN - 1573-7608
UR - https://doi.org/10.1007/s10639-014-9321-0
Y2 - 2019/11/21/14:18:59
L1 - https://link.springer.com/content/pdf/10.1007%252Fs10639-014-9321-0.pdf
KW - _THEME: Teacher Professional Development
KW - Professional development
KW - _Source:Intuitive
KW - _THEME: Curriculum and resources
KW - _THEME: Open systems
KW - In-service science teachers
KW - Lesson design in teams
KW - Technology integration knowledge and skills
KW - TPACK
ER -

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itemKey: 56IKE4DH

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item.extra: Publisher: Springer, 233 Spring Street, New York, NY 10013

itemOLD.extra: Place: New York Publisher: Springer Nature B.V.
itemOLD.extra:
itemOLD.extra:Place: New York Publisher: Springer Nature B.V.
itemOLD.extra:EdTechHub.ItemAlsoKnownAs:10/gf5f4m;2339240:UY65BS7S;10.1007/s10639-014-9321-0

Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania

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Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania

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