##issue.issue##

##issue.vol## 8 ##issue.no## 1 (2019)

Learning Technology by Design: Experiences from In-service Science and Mathematics Teachers in Tanzania

https://doi.org/10.56279/jhss.v8i1.66
Ayoub Cherd Kafyulilo, PhD

Corresponding Author(s) : Ayoub Cherd Kafyulilo, PhD

vangidunda@yahoo.co.uk

Journal of Humanities & Social Science (JHSS), ##issue.vol## 8 ##issue.no## 1 (2019)

##article.abstract##

This study explored the effectiveness of learning technology by design in the
development of in-service science teachers’ competencies of integrating technology in
science and mathematics teaching in Tanzania. The learning of technology by design
involved a workshop, collaborative design of technology-integrated lessons and
classroom teaching. A total of 26 science and mathematics teachers from two selected
secondary schools (13 from each) participated in the design of technology-integrated
lessons. The study involved pre- and post-intervention assessment of teachers’
technological pedagogical content knowledge (TPACK), which was done through selfassessment questions and an observation guide. For the post-intervention assessment,
one-to-one interviews were administered to gain an understanding of teachers’
experience with the new learning approach. Findings showed that teachers’
competencies and confidence of integrating technology in the teaching of science and
mathematics was enhanced. These findings lead to a conclusion that teachers’
collaboration to design a technology-integrated lesson and teach it in the classroom is
an effective approach for teachers’ professional development.


 


Keywords:, , , ,

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Learning Technology by Design: Experiences from In-service Science and Mathematics Teachers in Tanzania. (2020). Journal of Humanities & Social Science (JHSS), 8(1). https://doi.org/10.56279/jhss.v8i1.66
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