Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge

Resource type
Journal Article
Authors/contributors
Title
Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge
Abstract
In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities.
Publication
Education and Information Technologies
Volume
21
Issue
1
Pages
19-34
Date
2016-01-01
Journal Abbr
Educ Inf Technol
Language
en
ISSN
1573-7608
Accessed
27/01/2020, 20:58
Library Catalogue
Springer Link
Extra
shortDOI: 10/gf5f37
Citation
Getenet, S. T., Beswick, K., & Callingham, R. (2016). Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge. Education and Information Technologies, 21(1), 19–34. https://doi.org/10.1007/s10639-013-9306-4