Preparation of pre-service teachers in Ghana to integrate information and communication technology in teaching mathematics

Based on responses and experiences of the pre-service teachers, the research demonstrated that pre-service teachers developed TPACK and that they felt prepared to effectively use ICT in their classroom. The outcomes of the research showed that collaborative design in design teams in pre-service teacher education is a viable and effective approach to prepare pre-service mathematics teachers for the integration of technology and activity-based learning in mathematics lessons. Because pre-service teachers had to design and enact ICT-enhanced mathematics lessons opportunities were provided to develop their knowledge and skills and make intimate connections between technology (spreadsheets), content (mathematics) and pedagogy (activity-based learning). While pre-service teachers collaborated during design and enactment, knowledge and attitudes about ICT and activity-based learning became explicit, which helped them to reflect on their experiences, and hence fostered learning.