| dc.creator |
Kafyulilo, Ayoub C. |
|
| dc.date |
2016-08-15T07:29:58Z |
|
| dc.date |
2016-08-15T07:29:58Z |
|
| dc.date |
2010 |
|
| dc.date.accessioned |
2018-03-27T09:43:46Z |
|
| dc.date.available |
2018-03-27T09:43:46Z |
|
| dc.identifier |
Kafyulilo, A.C., 2010. TPACK for Pre-Service Science and Mathematics Teachers. Online Submission. |
|
| dc.identifier |
978-3-656-19192-6 |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/3498 |
|
| dc.identifier |
10.3239/9783656190486 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/3498 |
|
| dc.description |
This article is focused on unveiling the concept of TPACK in relation to teaching and
learning in science and mathematics as well as the meaning of TPACK for pre-service
science and mathematics teachers training. In describing this, different literatures were
consulted on the meaning of TPACK, its origin and the way it can be integrated in preservice
science and mathematics teacher preparation. It was noted from literature that
TPACK is the core of good teaching with technology, and that it’s important for teachers
to have an understanding of TPACK. Studies further show that the way pre-service
teachers are taught to integrate technology, pedagogy and content is the same way they
can implement the approach in their own teaching. In addition, studies argue for preservice
teachers to learn on how technology can help to enhance students learning in
science and mathematics rather than learning how to teach technology. Different
frameworks have been proposed on how to shift from teaching technology to using
technology to enhance learning. For example some studies provide the curricular plans
for developing pre-service teachers’ competencies of integrating technology pedagogy
and content. To enhance pre-service teachers’ competency in technology integrations,
some studies have reported the need for pre-service science and mathematics teachers to
engage in the hands-on activities that reflect the real teaching with technology. Example
of hands activities proposed in most studies includes planning of a lesson, presenting it to
peers, getting critics from peers and re-planning it again. The cyclic development of the
lesson is reported to enhance pre-service teachers’ competency in working with
technology in a real classroom situation. It is therefore concluded that implementation of
TPACK in pre-service teachers training should start with orientation of the pre-service
teachers to the use of technology in teaching by providing them with sufficient
opportunity to engage in hands-on activities. |
|
| dc.language |
en |
|
| dc.subject |
Pre-service teachers |
|
| dc.subject |
ICT |
|
| dc.subject |
Technology integration |
|
| dc.subject |
Teaching |
|
| dc.subject |
Science and Mathematics |
|
| dc.title |
TPACK for Pre-Service Science and Mathematics Teachers |
|
| dc.type |
Journal Article, Peer Reviewed |
|