TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge

Ayoub Kafyulilo; Petra Fisser; Joke Voogt

TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge

Ayoub Kafyulilo
, Petra Fisser
, Joke Voogt

Faculty of Behavioural, Management and Social Sciences

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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Abstract

In this study, teacher design teams were adopted as a professional development approach to develop Technological Pedagogical Content Knowledge (TPACK) among science teachers at Kibasila secondary school in Tanzania. Twelve science teachers participated in a training, design of technology integrated lessons, lesson implementation and reflection with peers. The study utilized a wide range of instruments, such as questionnaires, interview, focus group discussion, observation checklist, and researchers’ logbook. Triangulation of findings from the questionnaire and the observation checklist indicated limited teachers’ knowledge of the technology related components of TPACK before the intervention and enhanced knowledge in all TPACK components after the intervention. Interviews, focus group discussions, reflection questionnaire and the researchers’ logbook provided potential information on the characteristics of design teams that accounted for the development of TPACK.

Original language	English
Title of host publication	Proceedings of Society for Information Technology & Teacher Education International Conference 2013
Editors	R. McBride, M. Searson
Place of Publication	Chesapeake, VA
Publisher	Association for the Advancement of Computing in Education
Pages	4698-4703
ISBN (Print)	978-1-939797-02-5
Publication status	Published - 25 Mar 2013
Event	Society for Information Technology & Teacher Education International Conference, SITE 2013 - Chesapeake, United States Duration: 26 Mar 2013 → 29 Mar 2013

Publication series

Name
Publisher	AACE

Conference

Conference	Society for Information Technology & Teacher Education International Conference, SITE 2013
Country/Territory	United States
City	Chesapeake
Period	26/03/13 → 29/03/13

Keywords

METIS-296685
IR-86277

Access to Document

TPACK_development_in_teacher_design_teams_SITE_2013-Final

http://www.editlib.org/p/48866/

Cite this

Kafyulilo, A., Fisser, P., & Voogt, J. (2013). TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge. In R. McBride, & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 4698-4703). Association for the Advancement of Computing in Education. http://www.editlib.org/p/48866/

Kafyulilo, Ayoub ; Fisser, Petra ; Voogt, Joke. / TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge. Proceedings of Society for Information Technology & Teacher Education International Conference 2013. editor / R. McBride ; M. Searson. Chesapeake, VA : Association for the Advancement of Computing in Education, 2013. pp. 4698-4703

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title = "TPACK development in teacher design teams: assessing the teachers{\textquoteright} perceived and observed knowledge",

abstract = "In this study, teacher design teams were adopted as a professional development approach to develop Technological Pedagogical Content Knowledge (TPACK) among science teachers at Kibasila secondary school in Tanzania. Twelve science teachers participated in a training, design of technology integrated lessons, lesson implementation and reflection with peers. The study utilized a wide range of instruments, such as questionnaires, interview, focus group discussion, observation checklist, and researchers{\textquoteright} logbook. Triangulation of findings from the questionnaire and the observation checklist indicated limited teachers{\textquoteright} knowledge of the technology related components of TPACK before the intervention and enhanced knowledge in all TPACK components after the intervention. Interviews, focus group discussions, reflection questionnaire and the researchers{\textquoteright} logbook provided potential information on the characteristics of design teams that accounted for the development of TPACK.",

keywords = "METIS-296685, IR-86277",

author = "Ayoub Kafyulilo and Petra Fisser and Joke Voogt",

year = "2013",

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language = "English",

isbn = "978-1-939797-02-5",

publisher = "Association for the Advancement of Computing in Education",

pages = "4698--4703",

editor = "R. McBride and M. Searson",

booktitle = "Proceedings of Society for Information Technology \& Teacher Education International Conference 2013",

address = "United States",

note = "Society for Information Technology \& Teacher Education International Conference, SITE 2013<br/> ; Conference date: 26-03-2013 Through 29-03-2013",

}

Kafyulilo, A, Fisser, P & Voogt, J 2013, TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge. in R McBride & M Searson (eds), Proceedings of Society for Information Technology & Teacher Education International Conference 2013. Association for the Advancement of Computing in Education, Chesapeake, VA, pp. 4698-4703, Society for Information Technology & Teacher Education International Conference, SITE 2013
, Chesapeake, Virginia, United States, 26/03/13. <http://www.editlib.org/p/48866/>

TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge. / Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke.
Proceedings of Society for Information Technology & Teacher Education International Conference 2013. ed. / R. McBride; M. Searson. Chesapeake, VA: Association for the Advancement of Computing in Education, 2013. p. 4698-4703.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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T1 - TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge

AU - Kafyulilo, Ayoub

AU - Fisser, Petra

AU - Voogt, Joke

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Y1 - 2013/3/25

N2 - In this study, teacher design teams were adopted as a professional development approach to develop Technological Pedagogical Content Knowledge (TPACK) among science teachers at Kibasila secondary school in Tanzania. Twelve science teachers participated in a training, design of technology integrated lessons, lesson implementation and reflection with peers. The study utilized a wide range of instruments, such as questionnaires, interview, focus group discussion, observation checklist, and researchers’ logbook. Triangulation of findings from the questionnaire and the observation checklist indicated limited teachers’ knowledge of the technology related components of TPACK before the intervention and enhanced knowledge in all TPACK components after the intervention. Interviews, focus group discussions, reflection questionnaire and the researchers’ logbook provided potential information on the characteristics of design teams that accounted for the development of TPACK.

AB - In this study, teacher design teams were adopted as a professional development approach to develop Technological Pedagogical Content Knowledge (TPACK) among science teachers at Kibasila secondary school in Tanzania. Twelve science teachers participated in a training, design of technology integrated lessons, lesson implementation and reflection with peers. The study utilized a wide range of instruments, such as questionnaires, interview, focus group discussion, observation checklist, and researchers’ logbook. Triangulation of findings from the questionnaire and the observation checklist indicated limited teachers’ knowledge of the technology related components of TPACK before the intervention and enhanced knowledge in all TPACK components after the intervention. Interviews, focus group discussions, reflection questionnaire and the researchers’ logbook provided potential information on the characteristics of design teams that accounted for the development of TPACK.

KW - METIS-296685

KW - IR-86277

M3 - Conference contribution

SN - 978-1-939797-02-5

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EP - 4703

BT - Proceedings of Society for Information Technology & Teacher Education International Conference 2013

A2 - McBride, R.

A2 - Searson, M.

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T2 - Society for Information Technology & Teacher Education International Conference, SITE 2013<br/>

Y2 - 26 March 2013 through 29 March 2013

ER -

TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge

Abstract

Publication series

Conference

Keywords

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