The Relevance Of Authentic Learning Activities In Developing Competency And Confidence Of Integrating Technology In Teaching Among Pre-Service Teachers In Tanzania

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dc.creatorKafyulilo, Ayoub C.
dc.date2016-08-12T12:32:53Z
dc.date2016-08-12T12:32:53Z
dc.date2012-06
dc.date.accessioned2018-03-27T09:43:45Z
dc.date.available2018-03-27T09:43:45Z
dc.descriptionThis study explored the ways pre-service teachers from Dar es salaam University College of Education (DUCE) in Tanzania, can develop Technological Pedagogical Content Knowledge (TPACK). 42 pre-service science and mathematics teachers and 4 instructors participated in the study. Findings revealed a limited TPACK among pre-service teachers at DUCE. Participation in authentic learning activities such as training, microteaching, collaborative lesson design and peer reflections, were found to be effective in developing TPACK. Results showed that these activities were relevant to the learning needs of the pre-service teachers and effective in developing knowledge, skills, competencies and confidence of integrating technology in teaching.
dc.identifierKafyulilo, A.C., 2012. The relevance of authentic learning activities in developing competency and confidence of integrating technology in teaching among pre-service teachers in Tanzania. In The African Symposium (Vol. 12, No. 1, pp. 99-109).
dc.identifier6-342-323
dc.identifierhttp://hdl.handle.net/20.500.11810/3494
dc.identifier.urihttp://hdl.handle.net/20.500.11810/3494
dc.languageen
dc.titleThe Relevance Of Authentic Learning Activities In Developing Competency And Confidence Of Integrating Technology In Teaching Among Pre-Service Teachers In Tanzania
dc.typeJournal Article, Peer Reviewed

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Department of Education Psychology and Curriculum Studies