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

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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.

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Acknowledgments

We appreciate the anonymous reviewers for their suggestions about how the manuscript could be improved.

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Authors and Affiliations

  1. Faculty of Education, University of Tasmania, Locked Bag 1307, Launceston, Tasmania, 7250, Australia

    Seyum Tekeher Getenet, Kim Beswick & Rosemary Callingham

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  1. Seyum Tekeher Getenet
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  2. Kim Beswick
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  3. Rosemary Callingham
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Correspondence to Seyum Tekeher Getenet.

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Getenet, S.T., Beswick, K. & Callingham, R. Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge. Educ Inf Technol 21, 19–34 (2016). https://doi.org/10.1007/s10639-013-9306-4

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