This paper was presented at the International conference organized by SITE from 25th to 29th March 2013 in New Orleans - USA.

1. Supporting teachers’ collaboration in design teams to develop
Technological Pedagogical Content Knowledge: the case of science
teachers in Tanzania
Ayoub Kafyulilo,
Dar es salaam University College of Education,
Petra Fisser and Joke Voogt
University of Twente.

2. Introduction
 This study develops from two successive studies
conducted in 2010 and 2011 with pre-service and in-
service teachers respectively.
 The two studies adopted a combination of
 a workshop,
 collaborative lesson design,
 microteaching (pre-service)/classroom teaching (in-service)
 reflection
 The pre-post intervention results for the two studies
showed a significant improvement in the perceived and
observed technology integration knowledge and skills.

3. Introduction….
 The two previous studies encountered some
 technological,
 pedagogical and
 collaboration challenges
 To overcome these challenges, four support options
were proposed in this study
 The expert
 Collaboration guidelines
 Online learning materials (pictures, animations and videos)
 Exemplary lessons

4. The support
 The expert: To provide some technological and pedagogical
support during the lesson design and implementation
 Online materials: Teachers are not technicians and have limited
time for designing high-tech learning materials,
 Some free online animations and videos are proposed
 Exemplary lessons: Novice teachers find it difficult to start the
design of technology integrated lessons.
 Exemplary lessons can serve as model for teachers to create
their own lessons
 Collaboration guidelines: Design teams are challenging to
teachers in terms of agreement and time planning (Bakah, 2012).
 Guideline can offer directions for teachers’ collaboration

5. The intervention
 The study was designed along four intervention activities
 The workshop
 The design of technology enhanced lessons in design
teams
 The lesson implementation in the classroom
 Reflection with peers
 A second cycle continued with the re-design of the
technology integrated lesson based on the reflection

6. Research questions
 What support option is effective for teachers’
development of technology integration knowledge
and skills for science teaching?
 What technology integration knowledge and skills do
teachers develop when they collaborate in design
teams?

7. Participants
 The study was conducted in two secondary schools in
Tanzania
 From each school 10 science (physics, chemistry and
biology) teachers participated in the study
 Three design teams were formed in each school.

8. Instrument
 Five data collection instruments were used:
 TPACK survey
 Support survey
 Observation checklist
 Interview
 Focus group discussion

9. Results: Support for collaboration
 All support options were reported effective (M > 4.0)
 Each had impact in a specific area of the intervention
 The expert: lesson design, lesson implementation and
reflection.
 Online materials: lesson design and implementation
 Exemplary lessons: lesson design
 Collaboration guidelines: lesson design

10. Example of the support by the expert (video)

11. Online materials (demonstration of the feeding in amoeba)

12. TPACK development
 Results showed a significant difference between pre-
and post-intervention teachers’ TPACK (p ≤ 0.001)
 Before intervention; teachers perceived their TPACK to
be average (M ≤ 3.4, SD ≈ 0.9).
 After intervention, they perceived it high (M ≥ 4, SD <
0.5).
 Observation data showed improvement between the first
lesson implementation and the second
 The availability of various support options was
acknowledged for the teachers’ development of TPACK

13. TPACK Development
 From interview and focus group discussion it was
revealed that;
 Teachers who did not know how to perform some basic
computer operations, after intervention were able to;
 Prepare PowerPoint slides
 Search online materials and link them to PowerPoint
 Use animations to demonstrate complex science
concepts.

14. Conclusions
 Collaboration, lesson implementation, and support were
key to the development of TPACK
 In teams teachers were able to learn from each other
 Lesson implementation offered an in-field experience
 In addition to the workshop, design teams, lesson
implementation and reflection, which were the main
intervention activities,
 The support options were of great importance to
teachers’ development of technology integration
knowledge and skills.
 The support were relevant to the learning needs of the
teachers and context-fit to Tanzania.

15. Thank you for your attention
kafyulilo@duce.ac.tz