tag:blogger.com,1999:blog-22253691380572956832023-11-15T06:09:23.535-08:00TPACK FOR SCIENCE AND MATHEMATICS TEACHERS“…at the heart of good teaching there are three components: content, pedagogy and technology, plus the relationship among and between them...” (Koehler & Mishra, 2009).Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.comBlogger62125tag:blogger.com,1999:blog-2225369138057295683.post-67141027990050974212016-05-26T05:10:00.003-07:002016-05-26T05:10:44.479-07:00We should real think of abolishing corporal punishment<iframe allowfullscreen="true" allowtransparency="true" frameborder="0" height="315" scrolling="no" src="https://www.facebook.com/plugins/video.php?href=https%3A%2F%2Fwww.facebook.com%2Fnizamabadnews.in%2Fvideos%2Fvb.493710680752314%2F871794896277222%2F%3Ftype%3D3&show_text=0&width=560" style="border: none; overflow: hidden;" width="560"></iframe>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-64818452299283174482014-03-03T23:01:00.000-08:002014-03-03T23:44:55.896-08:002013 National examination results ambiguity What if form four exam results were judged on the basis of cut off points rather than a pass at D level in two subjects?<br />
<br />
For example if all students scoring greater than 40 average points were considered to have scored zero then the students in column DIV IV >40 would get Div Zero. Column % DIV IV > 40?T. DIV IV shows the percentage of students who scored div four but could score zero if the max points for div IV was 40 points. Move over, column % DIV IV > 40/Total shows the percentage of all students from the selected schools who would have scored div zero but have division IV.<br />
<br />
The selection of the schools for this analysis was totally random. There was a random click of the school from the list of schools displayed by the national examination council, and for every school that was clicked the number of DIV IV with with average points greater than 40 were counted. Later on a percentage of the students who scored div IV but have average points higher than 40 was calculated for both total div IV scores and Total students in the school.<br />
<br />
From the sample of 21 schools under study a total of 21.7% of the students who scored div IV were supposed to score div zero. This means that the percentage of div zero for the studied schools would increase by 8% if the grading was based on average points score rather than a D score in two subjects.<br />
<br />
<table border="0" cellpadding="0" cellspacing="0" style="border-collapse: collapse; width: 674px;">
<colgroup><col style="mso-width-alt: 3986; mso-width-source: userset; width: 82pt;" width="109"></col>
<col style="mso-width-alt: 1280; mso-width-source: userset; width: 26pt;" width="35"></col>
<col style="mso-width-alt: 1426; mso-width-source: userset; width: 29pt;" width="39"></col>
<col style="mso-width-alt: 1609; mso-width-source: userset; width: 33pt;" width="44"></col>
<col style="mso-width-alt: 1645; mso-width-source: userset; width: 34pt;" width="45"></col>
<col style="mso-width-alt: 1462; mso-width-source: userset; width: 30pt;" width="40"></col>
<col style="mso-width-alt: 1353; mso-width-source: userset; width: 28pt;" width="37"></col>
<col style="mso-width-alt: 2413; mso-width-source: userset; width: 50pt;" width="66"></col>
<col style="mso-width-alt: 4900; mso-width-source: userset; width: 101pt;" width="134"></col>
<col style="mso-width-alt: 4571; mso-width-source: userset; width: 94pt;" width="125"></col>
</colgroup><tbody>
<tr height="20" style="height: 15.0pt;">
<td class="xl66" height="20" style="height: 15.0pt; width: 82pt;" width="109">School
name</td>
<td class="xl65" style="width: 26pt;" width="35">DIV I</td>
<td class="xl65" style="width: 29pt;" width="39">DIV II</td>
<td class="xl65" style="width: 33pt;" width="44">DIV III</td>
<td class="xl65" style="width: 34pt;" width="45">DIV IV</td>
<td class="xl65" style="width: 30pt;" width="40">DIV 0</td>
<td class="xl65" style="width: 28pt;" width="37">Total</td>
<td class="xl65" style="width: 50pt;" width="66">DIV IV >40</td>
<td class="xl65" style="width: 101pt;" width="134">% DIV IV >40/T.DIV IV</td>
<td class="xl65" style="width: 94pt;" width="125">% Div IV >40/Total</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Manyunyu </td>
<td class="xl65">3</td>
<td class="xl65">15</td>
<td class="xl65">38</td>
<td class="xl65">36</td>
<td class="xl65">10</td>
<td class="xl65">102</td>
<td class="xl65">6</td>
<td class="xl65">16.66666667</td>
<td class="xl65">5.882352941</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Sangu</td>
<td class="xl65">17</td>
<td class="xl65">66</td>
<td class="xl65">118</td>
<td class="xl65">140</td>
<td class="xl65">6</td>
<td class="xl65">347</td>
<td class="xl65">8</td>
<td class="xl65">5.714285714</td>
<td class="xl65">2.305475504</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Shabani Robert</td>
<td class="xl65">32</td>
<td class="xl65">47</td>
<td class="xl65">63</td>
<td class="xl65">19</td>
<td class="xl65">0</td>
<td class="xl65">161</td>
<td class="xl65">0</td>
<td class="xl65">0</td>
<td class="xl65">0</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Goima </td>
<td class="xl65">0</td>
<td class="xl65">0</td>
<td class="xl65">2</td>
<td class="xl65">11</td>
<td class="xl65">25</td>
<td class="xl65">38</td>
<td class="xl65">1</td>
<td class="xl65">9.090909091</td>
<td class="xl65">2.631578947</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Bujela </td>
<td class="xl65">0</td>
<td class="xl65">4</td>
<td class="xl65">7</td>
<td class="xl65">20</td>
<td class="xl65">32</td>
<td class="xl65">63</td>
<td class="xl65">6</td>
<td class="xl65">30</td>
<td class="xl65">9.523809524</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Pasiansi </td>
<td class="xl65">0</td>
<td class="xl65">17</td>
<td class="xl65">19</td>
<td class="xl65">37</td>
<td class="xl65">25</td>
<td class="xl65">98</td>
<td class="xl65">8</td>
<td class="xl65">21.62162162</td>
<td class="xl65">8.163265306</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Ipogolo </td>
<td class="xl65">1</td>
<td class="xl65">6</td>
<td class="xl65">8</td>
<td class="xl65">53</td>
<td class="xl65">6</td>
<td class="xl65">74</td>
<td class="xl65">22</td>
<td class="xl65">41.50943396</td>
<td class="xl65">29.72972973</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Ilunga </td>
<td class="xl65">1</td>
<td class="xl65">4</td>
<td class="xl65">13</td>
<td class="xl65">72</td>
<td class="xl65">79</td>
<td class="xl65">169</td>
<td class="xl65">27</td>
<td class="xl65">37.5</td>
<td class="xl65">15.97633136</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Ndorwe </td>
<td class="xl65">0</td>
<td class="xl65">1</td>
<td class="xl65">20</td>
<td class="xl65">40</td>
<td class="xl65">56</td>
<td class="xl65">117</td>
<td class="xl65">9</td>
<td class="xl65">22.5</td>
<td class="xl65">7.692307692</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Nachunyu </td>
<td class="xl65">0</td>
<td class="xl65">1</td>
<td class="xl65">0</td>
<td class="xl65">17</td>
<td class="xl65">34</td>
<td class="xl65">52</td>
<td class="xl65">7</td>
<td class="xl65">41.17647059</td>
<td class="xl65">13.46153846</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Lulembela </td>
<td class="xl65">1</td>
<td class="xl65">4</td>
<td class="xl65">5</td>
<td class="xl65">15</td>
<td class="xl65">8</td>
<td class="xl65">33</td>
<td class="xl65">3</td>
<td class="xl65">20</td>
<td class="xl65">9.090909091</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Sale </td>
<td class="xl65">1</td>
<td class="xl65">6</td>
<td class="xl65">16</td>
<td class="xl65">36</td>
<td class="xl65">30</td>
<td class="xl65">89</td>
<td class="xl65">8</td>
<td class="xl65">22.22222222</td>
<td class="xl65">8.988764045</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Raudha Academy</td>
<td class="xl65">0</td>
<td class="xl65">2</td>
<td class="xl65">11</td>
<td class="xl65">14</td>
<td class="xl65">0</td>
<td class="xl65">27</td>
<td class="xl65">0</td>
<td class="xl65">0</td>
<td class="xl65">0</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Chiwata </td>
<td class="xl65">0</td>
<td class="xl65">0</td>
<td class="xl65">2</td>
<td class="xl65">8</td>
<td class="xl65">38</td>
<td class="xl65">48</td>
<td class="xl65">4</td>
<td class="xl65">50</td>
<td class="xl65">8.333333333</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Kinampundu</td>
<td class="xl65">0</td>
<td class="xl65">0</td>
<td class="xl65">2</td>
<td class="xl65">19</td>
<td class="xl65">7</td>
<td class="xl65">28</td>
<td class="xl65">5</td>
<td class="xl65">26.31578947</td>
<td class="xl65">17.85714286</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Magengati </td>
<td class="xl65">0</td>
<td class="xl65">1</td>
<td class="xl65">5</td>
<td class="xl65">8</td>
<td class="xl65">12</td>
<td class="xl65">26</td>
<td class="xl65">4</td>
<td class="xl65">50</td>
<td class="xl65">15.38461538</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Mpunguzi </td>
<td class="xl65">0</td>
<td class="xl65">3</td>
<td class="xl65">9</td>
<td class="xl65">40</td>
<td class="xl65">44</td>
<td class="xl65">96</td>
<td class="xl65">9</td>
<td class="xl65">22.5</td>
<td class="xl65">9.375</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Ndoleleji </td>
<td class="xl65">0</td>
<td class="xl65">1</td>
<td class="xl65">3</td>
<td class="xl65">9</td>
<td class="xl65">4</td>
<td class="xl65">17</td>
<td class="xl65">2</td>
<td class="xl65">22.22222222</td>
<td class="xl65">11.76470588</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Unyamikumbi </td>
<td class="xl65">0</td>
<td class="xl65">0</td>
<td class="xl65">7</td>
<td class="xl65">22</td>
<td class="xl65">20</td>
<td class="xl65">49</td>
<td class="xl65">0</td>
<td class="xl65">0</td>
<td class="xl65">0</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Iwindi </td>
<td class="xl65">1</td>
<td class="xl65">2</td>
<td class="xl65">19</td>
<td class="xl65">59</td>
<td class="xl65">47</td>
<td class="xl65">128</td>
<td class="xl65">16</td>
<td class="xl65">27.11864407</td>
<td class="xl65">12.5</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;">Dahani </td>
<td class="xl65">0</td>
<td class="xl65">0</td>
<td class="xl65">1</td>
<td class="xl65">15</td>
<td class="xl65">39</td>
<td class="xl65">55</td>
<td class="xl65">5</td>
<td class="xl65">33.33333333</td>
<td class="xl65">9.090909091</td>
</tr>
<tr height="20" style="height: 15.0pt;">
<td height="20" style="height: 15.0pt;"></td>
<td class="xl65"></td>
<td class="xl65"></td>
<td class="xl65"></td>
<td class="xl65">690</td>
<td class="xl65"></td>
<td class="xl65">1817</td>
<td class="xl65">150</td>
<td class="xl65">21.73913043</td>
<td class="xl65">8.255365988</td>
</tr>
</tbody></table>
<br />
What does this imply?<br />
The government has technically reduced the number of zeros by re-grading the students who are practically failures but scored D grades in two subjects. In fact there is no rationale for judging the person with average score of 46 points but with two Ds as better than the one who scored 41 points and missed the two Ds. Logically how can we say a person with 41 point is worse than the one with 46 points. What does this exactly tell us? That a person who can master two subjects at D level and fail the rest is better than the one who has an average of E in all subjects? According to NECTA anybody scoring an E is regarded as failed? Then what is the rationale of having E and F? Why cant we consider any grade below 29 is a failure?<br />
<br />
<br />
<br />
<br />
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<div style="padding: 5px 0px 12px;">
View more <a href="http://www.slideshare.net/thecroaker/death-by-powerpoint" target="_blank">PowerPoint</a> from <a href="http://www.slideshare.net/Vangidunda" target="_blank">Ayoub Kafyulilo</a> </div>
</div>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-47616176371234577972012-05-01T01:44:00.001-07:002012-05-01T01:44:20.562-07:00How to make a good teaching?This presentation was done at Msolwa secondary school in Morogoro Tanzania in 2010, when I was invited for a workshop on how to make a good teaching. I previously posted this presentation in this blog, however some people have asked me to post it again as they could not find it. <br />
So I am bringing it back again for those who wish to make a good teaching in their classrooms.<br />
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<strong style="display: block; margin: 12px 0px 4px;"><a href="http://www.slideshare.net/Vangidunda/training-workshop-for-teachers-on-participatory-teaching-methods" target="_blank" title="Training workshop for teachers on participatory teaching methods">Training workshop for teachers on participatory teaching methods</a></strong> <iframe frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/4736218" width="425"></iframe><div style="padding-bottom: 12px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">
View more <a href="http://www.slideshare.net/thecroaker/death-by-powerpoint" target="_blank">PowerPoint</a> from <a href="http://www.slideshare.net/Vangidunda" target="_blank">Ayoub Kafyulilo</a> </div>
</div>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-45837217674395449722012-04-27T04:39:00.001-07:002012-04-27T04:55:40.165-07:00Challenges and Opportunities of Integrating Technology in Education in Tanzania<div align="center" class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 12.0pt; text-align: center;">
K<span style="font-family: Times, 'Times New Roman', serif; font-size: x-small;">afyulilo, Mafumiko and Mkonogwa (under review) Journal of Adult Education</span></div>
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<b><span lang="EN-US" style="font-size: 12pt;">Abstract<o:p></o:p></span></b></div>
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<span lang="EN-US" style="font-size: 11pt;">Tanzania has been striving to introduce ICT
in education since 1997, when the first computer studies syllabus was introduced
in secondary schools. However, efforts to implement ICT in education have not
been fruitful due to various challenges that ICT in education has been
encountering. This study investigated the various challenges to ICT integration
in education and identified opportunities that can be utilized by the government,
schools and teachers to integrate ICT in education in Tanzania. Data for this
paper were collected through
self-reported questionnaire and semi-structured interviews. Findings from the
study showed that ICT implementation in the country is challenged by: the lack
of skilled teachers on ICT use, lack of technological tools in most schools,
unreliable electricity supply in most schools, and teachers’ attitude towards
technology. Despite these challenges, the study identified opportunities that
can be utilized by the government, schools and teachers in Tanzania. Some of
these opportunities include: high level of teachers’ motivation to use technology
in teaching, availability of a framework to guide teachers’ professional
development (e.g. TPACK) as well as the emergency of teachers’ collaboration; an approach which is highly adopted in schools
for teacher professional development. The reported challenges and opportunities
are important for the government and other education stakeholders in
determining the effective measures for integrating technology in education in
Tanzania.</span><b><i><span lang="EN-US" style="font-size: 12pt;"><o:p></o:p></span></i></b></div>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-89731997567274643542012-03-19T02:30:00.001-07:002012-04-27T04:58:06.236-07:00Tracing the Development of Technological Pedagogical Content Knowledge (TPACK) in Education: A Literature Review<div style="text-align: center;">
<span lang="EN-GB" style="font-family: inherit;">Ayoub C Kafyulilo<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">University of Twente<o:p></o:p></span></div>
<b style="text-align: justify;"><span lang="EN-GB" style="font-family: inherit;">Introduction</span></b><br />
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<span lang="EN-GB" style="font-family: inherit;">Technology integration in education is currently receiving a great attention from various stakeholders in education worldwide. Both developed and developing nations currently striving to have ICT integrated in the teaching and learning process. This innovation in education requires teachers’ knowledge and readiness to integrate technology in their teaching. According to Fullan (2003), education changes depend on what teachers “think” and “do”. In the situation where teachers do not appreciate the new innovation and have limited knowledge and skills for implementing the new educational innovations, the resulting outcomes are likely to be unwelcoming. Given these facts, previous scholars on education reforms and innovation have paid a significant attention to the development of teachers’ knowledge to fit on the required innovations. Example Shulman (1986, 1987) insisted on the importance of teachers understanding of the pedagogy and content for effective teaching profession. Also during the emergence of the need to integrate technology in education, Koehler & Mishra (2005) and Niess (2005) considered the importance of teachers’ knowledge of technology, pedagogy and content. According to Kohler & Mishra (2005), Mishra & Koehler (2006) and Niess, (2005, 2006) for teachers to effectively integrate technology in their teaching, they need to develop an understanding of Technological Pedagogical Content Knowledge (TPCK). <o:p></o:p></span><br />
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<span lang="EN-GB" style="font-family: inherit;">According to Mishra and Koehler (2006) “TPCK is the basis of good teaching with technology and requires an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones” (p. 1029).<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="font-family: inherit;">Where did TPCK come from?<o:p></o:p></span></b></div>
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<span lang="EN-GB" style="font-family: inherit;">Efforts to integrate technology in education started as long as in the mid-1980s, when ICTs were introduced in most of the education systems in the world (Pelgrum & Voogt, 2009). During this period when ICT got into education the question was not on how ICT can improve students learning, rather was on developing students’ knowledge and skills of ICT use to meet the emerging life demands of the 21<sup><span style="font-size: x-small;">st</span></sup> century. During this era, although technology was introduced in education, it was regarded as discipline on itself (content). This can be proved by the argument made by Mishra and Koehler (2006, p.1028-29) when introducing TPCK, where they argue that the knowledge they were introducing was different from “knowledge of a disciplinary or technology expert …” This can be an evidence that the technological knowledge that predominated in schools prior to TPACK was that of developing technology experts rather than technology as a tools for enhancing students understanding of biology chemistry etc. Technology, during this period was learned in a similar way as Chemistry, Biology or Mathematics. Education reforms during this period were more on the teachers’ knowledge of the content and pedagogy (i.e. pedagogical content knowledge) (Shulman, 1986). In his article; “Those who understand: Knowledge growth in teaching” Shulman (1986), tries to make it explicitly that this knowledge was not new rather existed for centuries (p.4). Shulman traced as far back as 1875 when tests for teachers were constructed with consideration of both content and the pedagogy. Shulman used this evidence to build up an argument for the importance of incorporating both content and pedagogy in the teacher education which during his time the content was ignored (Shulman, 1986). Insisting on the importance of the content, Shulman (1986, p. 6) argues that; <o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit; font-size: 10pt; line-height: 115%;">“Whether in the spirit of the 1870s, when pedagogy was essentially ignored, or in the 1980s, when content is conspicuously absent, has there always been a cleavage between the two? Has it always been asserted that one either knows content and pedagogy is secondary and unimportant, or that one knows pedagogy or is not held accountable for content? I propose we look back even further than those 1875 tests for teachers and examine the history of the university as an institutions discern the sources for this distinction between content knowledge and pedagogical method” (Shulman, 1986.6).<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">In his research, Shulman tried to answer questions such as; what are the sources of knowledge, what does a teacher knows and when did he or she come to know it? How are new knowledge acquired, old knowledge retrieved, and both combined to form a new knowledge base (Shulman, 1986, 1987)? In answering these questions, Shulman distinguishes three categories of content knowledge that a teacher need to develop: (a) subject matter content knowledge, (b) pedagogical content knowledge and (c) curricular knowledge<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">According to Shulman (1986), content knowledge refers to the amount and organization of knowledge per se in the mind of the teacher. He further argues that to think properly about the content knowledge requires going beyond knowledge of the facts or concepts of a domain and understanding the structures of the subject matter in both substantive and syntactic structures. On the other hand, pedagogical knowledge refers to the most useful forms of representation of the content, the most powerful analogies, illustrations, examples, explanations, and demonstrations in a word, the ways of representing and formulating the subject that make it comprehensible to others (p.9). Pedagogical content knowledge includes the understanding of what makes the learning of specific topics easy or difficult: the conception and preconceptions that students of different ages and backgrounds bring with them to the learning of those most frequently taught topics and lessons (p. 9-10). <o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Shulman further defines three forms of knowledge; Propositional knowledge, Case knowledge, and Strategic knowledge. He argues that teachers are mostly taught the propositional knowledge and lack the other forms of knowledge. Mishra and Kohler (2006), challenges Shulman on his multiple types of knowledge that teachers need to develop which seem to be inconsistent to one another. However, Shulman (1987), describes the categories of the knowledge base, in which he insist that among those categories, pedagogical content knowledge is of special interest because it identifies the distinctive bodies of knowledge for teaching. He further argue that, PCK represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented and adapted to the diverse interests and abilities of learners, and presented for instruction. Pedagogical content knowledge is the category most likely to distinguish the understanding of the content specialist from that of the pedagogue. Thus PCK is leading the way (Figure 1).<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Figure 1: <i style="mso-bidi-font-style: normal;">PCK is the centre of all other education components such as the school, curriculum, subject matter, pedagogy and learner<o:p></o:p></i></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Example of pedagogical reasoning actions as proposed by Shulman (1987 p.15) includes; <o:p></o:p></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">1.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-GB">Comprehension of purpose, subject matter structures, ideas within and outside the discipline<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">2.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-GB">Transformation<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">a.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-GB">Preparation: critical interpretation and analysis of texts, structuring and segmenting, developing curricular repertoire and clarification of purpose<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">b.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-GB">Representation: use of representational repertoire which includes analogies, metaphors, examples, demonstrations, explanations and so forth.<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">c.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-GB">Selection: choice from among an instructional repertoire which includes modes of teaching, organizing, managing and arranging.<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">d.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-GB">Adaptation and tailoring to students characteristics: consideration of conceptions, preconceptions, misconceptions, and difficulties, language, culture and motivations, social class, gender, age, ability, aptitude, interests, self-concepts and attention.<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">3.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-GB">Instruction; management, presentation, interactions, group work, discipline, humor, questioning, and other aspects of active teaching, discovery, or inquiry instruction, and the observable forms of classroom teaching.<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">4.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-GB">Evaluation; checking for students understanding during interactive teaching, testing students understanding at the end of lessons or units and evaluating one’s own performance and adjusting for experiences<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">5.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-GB">Reflection; reviewing, reconstructing, re-enacting and critically analysing one’s own and the class’s performance and grounding explanations in evidence.<o:p></o:p></span></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Shulman (1987) is representing a kind of knowledge that is inseparable from each other. Thus, the pedagogical content knowledge is sketched out as integrated set of knowledge as in figure 2.<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Figure 2: <i style="mso-bidi-font-style: normal;">The representation of the Pedagogical Content Knowledge <o:p></o:p></i></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Since its discovery (PCK) in the 1980s, several researches (Carpenter, Fennema, Peterson, and Carey, 1988; Miller, 1991; van Driel, Verloop and De Vos, 1998) were carried out on the effective integration of PCK in teacher education and professional development program to develop PCK among teachers. <o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="font-family: inherit;">The coming up of TPCK<o:p></o:p></span></i></div>
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<span lang="EN-GB" style="font-family: inherit;">Around 1990s, technology started taking charges in education. Teachers, educationists and policy makers started to inquire on the best way technology can be integrated in education to enhance students learning (Beck & Wynn, 1998; Carr, Jonassen, Litzinger & Marra, 1998; ISTE, 1998; Rosenthal, 1999; Voogt, 1993). The focus of technology as a content started to shift towards technology as a pedagogical tool (Koehler & Mishra, 2005; Mishra & Koehler, 2006; Niess, 2005, 2006). Teachers and education stakeholders started thinking of technology in a broader way, from developing students technological skills (mostly computer skills) to developing students’ ability to capture the concept through the use of technology. In the mid-2000s is when researchers (Hughes, 2005; Koehler & Mishra, 2005; Mishra & Koehler, 2006; Niess, 2005; Niess, 2006) started to probe the knowledge requirement for a teacher to integrate technology in teaching in the 21<sup><span style="font-size: x-small;">st</span></sup> century. Niess (2006) raised some critical questions regarding the kind of knowledge that a teacher needs to develop in order to teach mathematics in the 21<sup><span style="font-size: x-small;">st</span></sup> century. <o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">“What will these teachers need to know and be able to do? Here in 2006, most teachers have not learned mathematics using technology tools. So the question now is to identify what and how to prepare mathematics teachers to teach in the 21st century. What do teachers need to know and be able to do and how do they need to develop this knowledge for teaching mathematics?” (Niess, 2006, 1)<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">A question similar to those raised by Niess (2006) was also raised by Koehler and Mishra (2005) with regards to the kind of knowledge that teachers need to develop; “What do teachers need to know about technology and how can they acquire this knowledge?” (p. 131).<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Referring to Shulman (1986), Niess, 2006) argue that to be able to teach, teachers need to develop an integrated knowledge structure that incorporates knowledge about subject matter, learners, pedagogy, curriculum, and schools; they need to develop a pedagogical content knowledge for teaching their subjects (p.2). Similar arguments can also be found in Koehler & Mishra (2005), Mishra and Koehler (2006) also Niess (2005). Mishra and Koehler (2006), seems to be attracted to the kind of problems that teachers encounters in the process of integrating technology with pedagogy and content. They look back to see the problems that teachers were also encountering during Shulman’s times. According to Mishra and Koehler, “prior to Shulman’s seminal work on PCK, knowledge of content and knowledge of pedagogy were considered separate and independent from each other”. They try to compare the that times problems with the today’s problem where the knowledge of technology is often considered to be separate from the knowledge of pedagogy and content (Mishra & Koehler 2006 p. 1024). Thus, they depict this problems in three circles, two of which (content and pedagogy) overlap as described by Shulman, and one circle (technology) which stands isolated from these two (Figure 3).<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Figure 3: <i style="mso-bidi-font-style: normal;">Technology is separated from pedagogical content<o:p></o:p></i></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Niess (2005) proposes that, “…for technology to become an integral component or tool for learning, science and mathematics pre-service teachers must also develop an overarching conception of their subject matter with respect to technology and what it means to teach with technology—a technology PCK (TPCK)” (Niess, 2005, p. 510). On the other hand, Koehler and Mishra (2005) quoting several authors (Bromley, 1998; Bruce, 1993; Zhao, 2003; Hickman, 1990) argue that, “for teachers to become fluent with educational technology means going beyond mere competence with the latest tools to developing an understanding of the complex web of relationships between users, technologies, practices, and tools” (p.132). Koehler and Mishra (2005) view teacher knowledge about technology as important, but not separate and unrelated from contexts of teaching i.e., it is not only about what technology can do, but also, and perhaps more importantly, what technology can do for them as teachers. Consistent with the situated view of technology, Koehler and Mishra (2005) proposed a framework describing teachers’ understanding of the complex interplay between technology, content, and pedagogy which is technological pedagogical Content knowledge (TPCK) which occurs as a result of adding together the three components; technology, pedagogy and content (p.132). this means that apart from looking at each of these components in isolation, Mishra and Koehler (2006, p. 1026) went further to looking at the circles in pairs; pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and all three taken together as technological pedagogical content knowledge (TPCK) (Figure 4).<o:p></o:p></span></div>
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<a href="http://1.bp.blogspot.com/-vn-YowDmKr4/T2cBmHJv8cI/AAAAAAAAASk/S6Uf2CoH9fU/s1600/imagesCA6MD2T0.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="http://1.bp.blogspot.com/-vn-YowDmKr4/T2cBmHJv8cI/AAAAAAAAASk/S6Uf2CoH9fU/s1600/imagesCA6MD2T0.jpg" /></span></a></div>
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<span lang="EN-GB" style="font-family: inherit;">Figure 4: <i style="mso-bidi-font-style: normal;">Technological Pedagogical Content Knowledge (TPCK)</i><o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Figure 4 presents a shift from treating pedagogical content knowledge as one entity and technological knowledge as another entity of teachers’ knowledge to treating the three in an integrated form. This shift passes through several stages as illustrated by Niess (2009), Figure 5.</span></div>
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<a href="http://3.bp.blogspot.com/-hLWRl0NTNSU/T2cCN52jrgI/AAAAAAAAASs/3shZZUjf2VY/s1600/images+(6).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="http://3.bp.blogspot.com/-hLWRl0NTNSU/T2cCN52jrgI/AAAAAAAAASs/3shZZUjf2VY/s1600/images+(6).jpg" /></span></a></div>
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<span style="font-family: inherit;">Figure 5: <em>Stages for developing TPCK</em></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB">Kohler and Mishra (2005), and Mishra and Koehler (2006), argue that good teaching is not simply adding technology to the existing teaching and content domain. Rather, the introduction of technology causes the representation of new concepts and requires developing sensitivity to the dynamic, transactional relationship between all three components suggested by the TPCK framework. Niess (2005), describe TPCK as the integration of the development of knowledge of subject matter with the development of technology and of knowledge of teaching and learning. And it is this integration of the different domains that supports teachers in teaching their subject matter with technology (p.510). According to Niess (2006), TPCK for teaching with technology means that, as teachers think about particular concepts, they are concurrently considering how they might teach the important ideas embodied in that concepts in such a way that the technology places the concept in a form understandable by their students. Thus, Koehler, Mishra and Yahya (2007) </span><span lang="EN-US">argue that, good teaching with technology requires understanding the mutually reinforcing relationships between technology, pedagogy and content taken together to develop appropriate, context specific strategies and representations.<o:p></o:p></span></span></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="font-family: inherit;">Why TPCK is called TPACK<o:p></o:p></span></i></div>
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<span style="font-family: inherit;"><span lang="EN-GB">For about three years since its establishment (2005-2007) Technological Pedagogical Content Knowledge had an acronym of TPCK; where T – Technology, P – Pedagogy, C – Content and K – Knowledge. This sounds perfect and complete. But from 2008, publication about TPCK changed to TPACK. Where is ‘A’ coming from, and what does it mean in the Technological Pedagogical Content Knowledge? This could sound like an ill question to those who know it queit clearly how TPACK came to replace TPCK. However, it is very clear that the coming in of this TPACK concept caused a lot of confusions to researchers and publishers in education technology. Some publications in some prominent journals from 2008 to around 2010 termed TPACK as Technological Pedagogical And Content Knowledge (cf. Doering, Veletsianos, Scharber and Miller, 2009;</span><span lang="EN-GB" style="color: #266504;"> </span><span lang="EN-US">Polly & Barbour, 2009). I am not sure how was this conceptualized but I believe that the coming up of ‘A’ in the TPCK, mean “and” to some publishers. The term Technological Pedagogical “and” Content Knowledge was used in many sites and websites eg </span><span lang="EN-GB"><a href="http://www.sitecommunity.org/group/technologypedagogyandcontentknowledgetpack"><span lang="EN-US"><span style="color: blue;">SITE</span></span></a></span><span lang="EN-US">, </span><span lang="EN-GB"><a href="http://innovativelearning.com/instructional_technology/tpck.html"><span lang="EN-US"><span style="color: blue;">innovative learning</span></span></a></span><span lang="EN-US"> and many others. It might sound normal or appropriate to call this framework in this way because there is an “A” between “P” and “C” in the framework. However, those who made the model (Koehler & Mishra, 2005; 2008; 2009; Mishra & Koehler, 2006 also Niess, 2005, 2006; Niess et al, 2009) did not put “A” to refer “And”. But what happened then? Why did they bring an “A” into the model? And what is the danger of having a word “and” in the model?<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: inherit;">Let me start by answering the last question before I can explain what happened and why was “A” brought into the model. If we bring the phrase “and” in the model the following are likely to be the interpretation of the TPACK and thus, may sound irrelevant to the knowledge teachers need to develop for effective integration of technology. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><span lang="EN-US">1.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-US">It might sound like listing. The model shall thus, be supposed to be called technological, pedagogical and content knowledge. This will imply absence of integration. In practice these components are supposed to be interlinked to each other and thus one thing rather than separate components of technology integration (Mishra &Kohler, 2006).<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span lang="EN-US">2.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-US">It might imply emphasis; that technology is the first, followed by pedagogy and then content which is wrong. The conceptualization of TPACK, regards all components as equal. The teachers need to have an equal level of competency in content, pedagogy and technology. Just last night I was scrolling on google and came across the following site </span><span lang="EN-GB"><a href="http://thetransitionteam.weebly.com/for-teachers.html"><span style="color: blue;">http://thetransitionteam.weebly.com/for-teachers.html</span></a></span><span lang="EN-GB"> which presents a </span><span lang="EN-US">picture indicating that despite all, the content is still the king; which might be true, our main focus is to enable students to understand concepts, ideas, theories, principles etc (Niess 2005, 2006). Niess looked on how mathematics learning can be improved through the use of technology. Thus in our design, the content is the center, then we move around to look for the best methods to present the content, that is where we talk of pedagogies and technology that can let students learn more easily and understand the content. However, TPACK regards all components as carrying equal weight.<o:p></o:p></span></span></div>
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<a href="http://2.bp.blogspot.com/-GzgnDiofBe4/T2cC3r9toMI/AAAAAAAAAS0/WtfIgwMVJnU/s1600/content+a+king.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="http://2.bp.blogspot.com/-GzgnDiofBe4/T2cC3r9toMI/AAAAAAAAAS0/WtfIgwMVJnU/s1600/content+a+king.png" /></span></a></div>
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<span style="font-family: inherit;">Figure 6: <em>Depicting the kingship of the content</em></span></div>
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<span style="font-family: inherit;"><span lang="EN-US">3.<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span lang="EN-US">The TPACK model is inseparable (Thompson & Mishra, 2007-2008). TPACK is conceptualized as a Total PACKage, thus putting “and” can make it to sound a different thing.<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: inherit;"><em>Now I turn back to the first and second questions; what happened?</em> <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: inherit;">There were debates among scholars in education technology about the pronunciation of TPCK. It was sounding difficult for researchers and educators to present the concept of TPCK to in-service and pre-service teachers because of its difficultness to pronounce. Thus, an alternative name that can make everybody comfortable to mention this framework was to be agreed upon among various stakeholders in education technology. I am quoting a short message from Thompson and Mishra regarding the reason for the change. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><span lang="EN-US">“…</span><span lang="EN-US">the acronym TPCK has been somewhat problematic. The consonant heavy, TPCK is difficult to say and even getting the letters in the correct order is a challenge for most of us. It is not surprising, thus, that both undergraduate students and in-service teachers tend to be put off when confronted with this unfriendly set of consonants. We have found ourselves apologizing every time we introduce the idea because it does tend to suggest the type of educational jargon for which we educators have received much (justifiable) criticism. TPCK is actually a simple, yet powerful idea and the complicated name and acronym does disservice to its utility and power (Thompson & Mishra, 2007-2008 p. 38)”.<o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: inherit;">Thompson and Mishra (2007-2008) continue to argue that; <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: inherit;">“Since many of us have had similar challenges with the TPCK acronym, one of the agenda items at the recently convened 9th Annual National Technology Leadership Summit was to revisit the name for this important concept. In fact, we asked each of the teacher education association leaders and journal editors attending the summit to create a new, friendlier terminology for TPCK—one that captured its essential qualities and yet was easy to use and remember. During the two-day conference, participants created suggestions for a new name and after much deliberation, the name TPACK (pronounced “tee-pack”) emerged as a substitute” <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: inherit;">With this quotation, I am sure I have best answered the third question of that asks why “A” was brought into the model. The easiest conclusion could then be “A – was brought-in just to simplify the pronunciation of this framework; instead of T-P-C-K comes to be Tee-pack, which is easy of course. <o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: inherit;">The coming up of the context in the framework<o:p></o:p></span></i></div>
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<span style="font-family: inherit;"><span lang="EN-US">Among the things that brought more confusion on the change of the name from TPCK to TPACK was the coming up of the context. Immediately after the change of the name from TPCK to TPACK in 2007 through 2008, Mishra and Koehler (2008) introduced the context into the model. In their 2008 article they used the term TPACK for the first time and it was in the same paper they emphasized the importance of the context. Researchers and scholars who missed the article by Thompson & Mishra (2007-2008), including me, thought that the “A” was brought together with the context and thus, was referring the “context”. I was among those who stood before the crowd of people in the E-Learning Africa Conference in 2011 in Tanzania to tell them that “A” was representing the “context”. “<b style="mso-bidi-font-weight: normal;">This was wrong</b>”. Mishra & Koehler (2008) brought-in the context after viewing the process of teaching with technology as a “wicked problem”. “</span><span lang="EN-GB">One way of thinking about teaching with technology is to view it as a “wicked problem” in which the goal is to find the right combination of technologies, teaching approach, and instructional goals (p. 2)”. According to Mishra & Koehler (2008) </span><span lang="EN-US">working with wicked problems is a process of utilizing expert knowledge to design solutions that honor <b style="mso-bidi-font-weight: normal;">the complexities of the situations and the contexts presented by learners and classrooms</b>. For this reason their model had to change and appear within a shadow called the context where technology integration should play around (Fig. 7).<o:p></o:p></span></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Figure 7: The coming up of the context into the TPACK framework. <o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Next week we will see;<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">The current TPACK model<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">What does TPACK mean to the pre-service and inservice science teachers?<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">What are the professional development programs suitable for the development of TPACK?<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Till next week <o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Ayoub<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">References<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Beck, J. A., & Wynn, H. C. (1998). Technology in teacher education: Progress along the continuum. ERIC Document Reproduction No. ED424 212.<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Carr, A. A., Jonassen, D. H., Litzinger, M. E., & Marra, R. M. (1998). Good ideas to foment educational revolution: The role of systematic change in advancing situated learning, constructivism, and feminist pedagogy. <i>Educational Technology</i>, <i>38</i>(1), 5-14.<o:p></o:p></span></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="color: #231f20;">Doering, A., Veletsianos, G., Scharber, C. & Miller, C. (2009). Using the Technological, Pedagogical, and Content Knowledge framework to design online learning environments and professional development.<b> </b></span><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="color: #231f20;">J. Educational Computing Research</span></i><span lang="EN-US" style="color: #231f20;">, 41(3), 319-346<o:p></o:p></span></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Fullan, M. (2003). <i style="mso-bidi-font-style: normal;">Change Forces with a vengeance</i>. London. RoutledgeFalmer<o:p></o:p></span></div>
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<span lang="EN-GB" style="font-family: inherit;">Hughes, J. E. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. <i>Journal of Technology and Teacher Education, 13</i>(2), 377-402.</span></div>
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<span lang="EN-GB" style="font-family: inherit;">Koehler, M. & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical Content knowledge <i style="mso-bidi-font-style: normal;">J. Educational Computing Research,</i> 32(2) 131-152</span><br />
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<span style="font-family: inherit;">Koehler, M., Mishra, P., & Yahya, P. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology.<span lang="EN-GB" style="font-size: 9pt;"> </span><i style="mso-bidi-font-style: normal;"><span lang="EN-GB">Computers & Education</span></i><span lang="EN-GB">, <i style="mso-bidi-font-style: normal;">49,</i> 740–762</span></span></div>
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<span lang="EN-US" style="font-family: inherit;">Miller, L. D. (1991). Constructing pedagogical content knowledge from students' writing in secondary Mathematics.<i> Mathematics Education Research Journal, </i>3(1), 30-44<o:p></o:p></span></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="font-size: 12pt;">Mishra, P and Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. </span><i style="mso-bidi-font-style: normal;"><span lang="NL" style="font-size: 12pt;">Teachers College Record, </span></i><span lang="NL" style="font-size: 12pt;">108(6) 1017–1054<o:p></o:p></span></span></div>
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<span lang="EN-GB" style="color: black; font-family: inherit;">Mishra, P., & Koehler, M. (2008). Introducing Technological Pedagogical Content Knowledge. Paper Presented at the Annual Meeting of the American Educational Research Association, New York City, March 24-28.<a href="http://www.blogger.com/" name="_GoBack"></a> <o:p></o:p></span></div>
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<span lang="EN-GB" style="color: black; font-family: inherit;">Niess, M.L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. <i>Teaching and Teacher Education, 21, </i>509-523.<o:p></o:p></span></div>
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<span style="font-family: inherit;"><span lang="EN-GB" style="color: black;">Niess, M. L. (2006). Guest editorial: Preparing teachers to teach mathematics with technology. <i>Contemporary Issues in Technology and Teacher Education </i>[Online serial], <i>6</i>(2). Retrieved from </span><span lang="EN-GB"><a href="http://www.citejournal.org/vol6/iss2/mathematics/article1.cfm"><span style="color: blue;">http://www.citejournal.org/vol6/iss2/mathematics/article1.cfm</span></a></span></span><br />
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<span lang="EN-US" style="font-size: 11pt;"><span style="font-family: inherit; font-size: small;">Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C., Browning, C., Özgün-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. <i style="mso-bidi-font-style: normal;">Contemporary Issues in Technology and Teacher Education, 9</i>(1), 4-24.<o:p></o:p></span></span><br />
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<span lang="EN-GB" style="font-family: inherit;">Rosenthal, I. G. (1999). New teachers and technology: Are they prepared? Technology and Learning, 19(8), 1–2.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: inherit;">Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. <i>Educational Researcher</i>, <i style="mso-bidi-font-style: normal;">15</i>(2), 4-14.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: inherit;">Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, <i style="mso-bidi-font-style: normal;">57</i>(1), 1-22<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: inherit;">Thompson, A.D. Mishra, P. (2007-2008). Breaking News: TPCK Becomes TPACK! <i style="mso-bidi-font-style: normal;">Journal of Computing in Teacher Education. 24</i>(2), 38-39 <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: inherit;">Pelgrum, W.J., & Voogt, J. (2009). School and teacher factors associated with frequency of ICT use by mathematics teachers; country comparisons. <em>Educ Inf Technol 14</em>, 293-308</span><br />
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<span lang="EN-US" style="font-family: inherit;">Polly, D & Barbour, M. (2009). <span style="color: black;">Developing teachers’ technological, pedagogical, and content knowledge in Mathematics. </span><span style="color: #333333;">Proceedings of Society for Information Technology Teacher Education International Conference 2009 (2009) AACE, Pages: 4128-4131<o:p></o:p></span></span></div>
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</div>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-90133131488378640132011-07-20T08:52:00.000-07:002011-07-20T08:52:44.097-07:00Commonwealth of Learning - Mobile Learning in Developing Countries<a href="http://www.col.org/resources/publications/trainingresources/knowledge/Pages/mobileLearning.aspx">Commonwealth of Learning - Mobile Learning in Developing Countries</a>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-52581207465671592222011-07-08T00:28:00.000-07:002011-07-08T00:28:09.349-07:00Seven Golden rules for technology useIn her Facebook page, <a href="http://www.facebook.com/profile.php?id=100001975881703">Petra Fisser</a> has shared a link about golden rules for using technology in schools. When I went through these rules I reflected my schools, colleges and all learning institutions in Tanzania. I realized that we are always making mistakes; from the placement of technology to the use. Read more on this link: <a href="http://mindshift.kqed.org/2011/07/the-seven-golden-rules-of-using-technology-in-schools/">http://mindshift.kqed.org/2011/07/the-seven-golden-rules-of-using-technology-in-schools/</a>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-11822115072871048802011-06-24T08:33:00.000-07:002011-06-24T08:35:46.813-07:00How Technology affects Students Achievements<span style="font-family: Arial, Helvetica, sans-serif;"><strong>UNESCO Evaluation Shows Student Achievement Increases by Combining Professional Learning, Compelling Interactive Digital Content and Technology in the Classroom</strong></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">A Dell-developed, 18-month evaluation conducted by UNESCO shows 20 percent increase in middle school students' math performance. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">SAO PAULO & ROUND ROCK, Texas, Jun 24, 2011 (BUSINESS WIRE) -- --Eight million jobs will go unfilled in Brazil in the next three years due to shortage of qualified workers. Dell invests in research and development with local universities to better prepare students for 21st century competitive workforce. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">--Evaluation indicates student achievement is enabled by the adoption of classroom technology, including digital content, combined with professional learning activities to the teachers and community support. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Technology, when integrated with interactive digital content, teacher training and community involvement, has a positive impact on student learning and performance, according to the results of the "Interactive Class" project evaluated and released today by UNESCO. Dell announced that it will extend research on technology's impact on teaching and learning in emerging and developed countries. </span><span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span><span style="font-family: Arial, Helvetica, sans-serif;">Participating middle school students improved their performance in math by 20 percent - seven times better than a non-participating study group. According to the study, 44 percent of students said that lessons using technology became more interesting and 54 percent said the lessons encouraged interest in studying. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">The 18-month evaluation initiated by Dell in partnership with the Secretary of Education of Sao Paulo State, and with participation from University of Sao Paulo and management from Eldorado Institute, evaluated the impact of professional learning, interactive content and technology in the classroom. The evaluation spanned 23 schools in Hortolandia, Sao Paulo, Brazil and included approximately 6,000 students and 100 teachers. </span><br />
<span style="font-family: Arial;">read more on <a href="http://www.marketwatch.com/story/unesco-evaluation-shows-student-achievement-increases-by-combining-professional-learning-compelling-interactive-digital-content-and-technology-in-the-classroom-2011-06-24?reflink=MW_news_stmp">UNESCO evaluation</a></span>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-20921702845706085352011-06-24T08:22:00.000-07:002011-08-13T05:56:24.157-07:00TPACK: E-Learning Africa Conference 2011<div id="__ss_8413468" style="width: 425px;"> <strong style="display: block; margin: 12px 0 4px;"><a href="http://www.slideshare.net/Vangidunda/tpack-elearning-africa-2011" target="_blank" title="TPACK: E-learning africa 2011">TPACK: E-learning africa 2011</a></strong> <iframe frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/8413468" width="425"></iframe> <div style="padding: 5px 0 12px;"> View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/Vangidunda" target="_blank">Ayoub Kafyulilo</a> </div></div>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-25530522116062726202011-06-24T08:02:00.000-07:002011-06-24T08:12:33.931-07:00TPACK at Kibasila Secondary School in TanzaniaScience teachers at Kibasila Secondary School in Tanzania had an opportunity to learn the integration of technology pedagogy and content to develop TPACK for their lessons. Teachers participated in a two days workshop on TPACK. They later on participated in design teams (chemistry team, Biology team and Physics team) to design lessons that integrate technology pedagogy and content. The chemistry team designed a lesson on Electrolysis, biology team designed a lesson on first aid provision and the physics team designed a lesson on hookes law of elasticity. If you want to see the animations for the Chemistry and Physics teams you are adviced to download the ppts.<br />
Chemistry Team<br />
<div id="__ss_8413043" style="width: 425px;"><strong style="display: block; margin: 12px 0px 4px;"><a href="http://www.slideshare.net/Vangidunda/electroloysis-tpack-at-kibasila-sec-school" title="Electroloysis. tpack at kibasila sec school">Electroloysis. tpack at kibasila sec school</a></strong> <iframe frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/8413043" width="425"></iframe><br />
<div style="padding-bottom: 12px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">View more <a href="http://www.slideshare.net/">presentations</a> from <a href="http://www.slideshare.net/Vangidunda">Vangidunda</a> </div></div><br />
Physics Team<br />
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<div id="__ss_8413151" style="width: 425px;"><strong style="display: block; margin: 12px 0px 4px;"><a href="http://www.slideshare.net/Vangidunda/hookes-law-tpack-at-kibasila-sec-school" title="Hookes law. tpack at kibasila sec school">Hookes law. tpack at kibasila sec school</a></strong> <iframe frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/8413151" width="425"></iframe><br />
<div style="padding-bottom: 12px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">View more <a href="http://www.slideshare.net/">presentations</a> from <a href="http://www.slideshare.net/Vangidunda">Vangidunda</a> </div></div><br />
Biology Team<br />
The biology team made a video which was integrated into slides; however for logistic reason the slides and video are presented separetely in this blog.<br />
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<div id="__ss_8413259" style="width: 425px;"><strong style="display: block; margin: 12px 0px 4px;"><a href="http://www.slideshare.net/Vangidunda/provision-of-first-aid-to-a-fainting-person-tpack-at-kibasila-sec-school" title="Provision of first Aid to a fainting person. TPACK at Kibasila Sec School">Provision of first Aid to a fainting person. TPACK at Kibasila Sec School</a></strong><object height="355" id="__sse8413259" width="425"><param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=provisionoffirstaidtoafainting-110624095934-phpapp02&stripped_title=provision-of-first-aid-to-a-fainting-person-tpack-at-kibasila-sec-school&userName=Vangidunda" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed name="__sse8413259" src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=provisionoffirstaidtoafainting-110624095934-phpapp02&stripped_title=provision-of-first-aid-to-a-fainting-person-tpack-at-kibasila-sec-school&userName=Vangidunda" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><br />
<div style="padding-bottom: 12px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">View more <a href="http://www.slideshare.net/">presentations</a> from <a href="http://www.slideshare.net/Vangidunda">Vangidunda</a>.</div></div><br />
Video made by teachers from Kibasila sec school<br />
<object height="344" width="425"><param name="movie" value="http://www.youtube.com/v/MujBQPmeOlU?hl=nl&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/MujBQPmeOlU?hl=nl&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-89037550363668769512010-11-30T04:24:00.000-08:002010-11-30T04:43:22.299-08:00An advice for improvement of Science and Mathematics teaching and learning in TanzaniaBy Shaaban Fundi <br />
The dismal performance of Tanzanian students in science and mathematics from primary to secondary schools is not surprising. The last time I was in Tanzania I had the opportunity to visit a couple of primary and secondary schools both in urban and rural areas and what I observed in the mathematics and science classroom was very appalling. The lack of basic teaching resources and the didactic teaching methods was rampant .You cannot expect a different result if the teachers of these subjects do not have the resources, the skills, a firm content understanding in the subject area and the professional development they need to perform proficiently in their jobs.<br />
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I know I should not generalize what I saw in those few schools to be a good representation of what is going on in the entire country. The percent failure rates in mathematics, biology, physics and chemistry were 77, 43, 35, 45 in the year 2003 and 78, 45, 35, 43 per-cents in the year 2004 respectively which affirm and support my observations.<br />
What does Tanzania need to do? <br />
I am optimistic that the situation is not beyond despair even though it is pathetic. We still have the time to change what is happening in our schools and educate our children to compete in the now increasingly becoming flat world market. A four prongs approach can be used to address this problem.<br />
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First, building a conducive learning environment for our youngsters is vital in reversing this trend. The fact that most school children have no classrooms, desks, chairs and school supplies is a shame to all of us who wish well the next generation of Tanzanian. The government has the responsibility to provide services to its citizens, and one of those services is to provide a quality education to its people. We are purposely setting our children to be left behind in the East African Community and the global market at large. How are they going to compete with our neighbors and the global community if we are failing them miserably in education?<br />
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Second, teaching our teachers especially those in primary and secondary schools to use pedagogically engaging and developmentally appropriate lessons. To develop Lessons geared to address the different learning modalities i.e. auditory, tactile, kinesthetic etc of all children. This can be achieved by preparing teachers that have a firm understanding for their content areas, of brain developmental theories and how they can develop instructional methods that help children learn at their own age group. Teachings from the chalkboard and memorization methods are not very engaging for most, if not all children. Therefore, teachers need to be taught to use differentiation teaching strategies such as the use of hands on activities, manipulative, experiential learning, grouping strategies and the use of models in explaining abstract scientific and mathematical concepts to young children. In addition, it would be very helpful to start teaching science and mathematics in English from a tender age i.e. primary schools onwards. This will not only help to improve science and mathematics performance but also in English acquisition at an early age.<br />
Students that are performing poorly in these subjects should be identified early and remedial instruction provided to help them master the content.<br />
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Third, providing science and mathematics teachers with the resources they need to teach these subjects effectively. The presence of basic teaching tools like models i.e. the globe, DNA models, Bohr’s models etcetera in the classrooms are crucial at helping kids learn science and mathematics. Moreover, incentives to attract and retain knowledgeable people to become and stay in the teaching profession will go a long way in helping to alleviate this problem.<br />
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Fourth, continued monitoring and evaluation of teachers and administrators performances in these schools is a key. We need to make sure first that these people have the resources and training they need to do their jobs successfully. And not just blaming them empty handedly. The auditing that is currently done through a checklist is not producing the result that is needed. Maybe an auditing system that rewards the schools, the teachers and the administrators that are performing beyond their calls of duty and punish those who do not, needs to be developed and effectively implemented.<br />
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I hope people in the Ministry of education will see this and start acting immediately before importing teachers from Kenya and Uganda to teach these subjects for us. I do believe that we do still have the talent pool to draw upon within Tanzania before importing teachers from abroad. However I do recommend the pairing of Tanzanian teacher with the peace-corps and other volunteer teachers as a means of exposing our teachers to the best practices in teaching mathematics and science. <br />
Good-luck Tanzania.<br />
This article is available at <a href="http://www.wavuti.com/4/post/2010/08/reversing-the-failure-rates-trend-in-science-and-mathematics-for-tanzanian-schools.html#axzz16le4f5Kk">wavuti.com</a>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-31762800767351109672010-11-12T13:11:00.001-08:002010-12-13T02:06:31.632-08:00Tanzania Beyond Tomorrow - Education<strong>Our move towards technology integrated schools</strong><br />
Tanzania beyond Tomorrow the biggest project to integrate ICT in Education in Tanzania. Understanding of TPACK among teachers who are going to implement this concept, can make this project more effective in overcoming the long existed failure in science and mathematics subjects in Tanzania. Thus, implementation of TBT should consider the preparation of teachers to effectively integrate technology, pedagogy and cotent in their teaching.<br />
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<object height="405" width="640"><param name='movie' value='http://www.eastafricantube.com/flv_player/Main.swf' /><param name='FlashVars' value='config=http://www.eastafricantube.com/flv_player/data/playerConfigEmbed/30210.xml' /><embed src='http://www.eastafricantube.com/flv_player/Main.swf' quality='high' width='640' height='405' FlashVars='config=http://www.eastafricantube.com/flv_player/data/playerConfigEmbed/30210.xml' align='middle' allowScriptAccess='always' type='application/x-shockwave-flash'></embed></object>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-84529853463121925812010-09-28T14:07:00.000-07:002010-09-28T14:16:41.070-07:00TPACK + WST = ? Curious!!!<span class="Apple-style-span" style="font-family: Arial; font-size: small;"><span class="Apple-style-span" style="font-size: 13px;">During my first study on TPACK integration among preservice teachers in Tanzania, I found that preserivice teachers had the basic knowledge of technology pedagogy and content. They had the theoretical knowledge of how technology can be use in teaching, but they had never tried it in the classroom. When they tried for the first time in the microteaching they were having some difficulties in integrating technology pedagogy and content. It was also difficult to choose the appropriate pedagogical approach that can be support a technology designed lesson. Thus teachers were missing the skills for pedagogical use of technology. The lack of these necessary skills made them less confident on the use of technology and thus, less motivated to use technology.</span></span><br />
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<div><span class="Apple-style-span" style="font-family: Arial; font-size: small;"><span class="Apple-style-span" style="font-size: 13px;">It was therefore found that despite the theoretical knowledge they had on technology, pedagogy and content they also needed some technological skills which can make them confident on technology use, and thus, develop positive attitude towards technology. In addition, lack of technological tools was mentioned by the majority of the preservice teachers who participated in the study as one of the factors that was hindering them to practice different technological skills. What does this mean? TPACK needs WST model to be effective? But to bring together TPACK and WST? But soon I will be doing a study with the preservice teachers who attended the first training on TPACK and I am going to design for them an intervention that integrate WST and TPACK to see the integration outcomes. Hope I will be able to answer all these questions after this second study on the impact of TPACK and WST on teachers integration of technology in teaching and students' learning outcomes. However, I am again curious about the results! I wish to have some interesting results from this study.</span></span><br />
<span class="Apple-style-span" style="font-family: Arial; font-size: small;"><span class="Apple-style-span" style="font-size: 13px;"><br />
</span></span></div><div><span class="Apple-style-span" style="font-family: Arial; font-size: small;"><span class="Apple-style-span" style="font-size: 13px;">May be after this study we are going to have WSTPACK??!! = Will Skill Tool Pedagogy Content Knowledge Or TATPACK = tool attitude technological pedagogical content knoweldge??! How possible is it? Or we combine skills and knowledge to form technological skill (S) to get TASTPAC! I might be dreaming or over ambitious. Let me wait for the results. </span></span></div><div><br />
</div>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-78521953977757138522010-09-28T04:32:00.001-07:002010-09-28T05:15:40.657-07:00Integrating TPACK and WSTWhat exactly does educational technology mean? Does it only end on instructional use of technology? <br />
I guess no!! Its rather both bringing technology into education context (technology integration in education) and assessing the effectiveness of technology on students learning. That is the simple way I can express my opinions about education technology. This view is actually based on the two schools of thoughts: Knezek Christensen, Hancock & Shoho (2002) and Mishra & Koehler (2005, 2006, 2009). <br />
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While Knezek and colleagues considered educational technology in terms of teachers' ability and readiness to integrate technology in teaching, Mishra and Koehler (2005, 2006, 2009) consider educational technology in terms of the effective use of technology in teaching. While knezek and colleagues focuses only on the skills, attitude and tools, ignoring the pedagogy and content, Mishra & Koehler focus only on the integrated knowledge of technology pedagogy and content, ignoring the importance of teachers' attitude towards technology integration, teachers' technological skills necessary to enable them use technology confidently and the importance of technological tools which a teacher can use for a given learning. <br />
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Since the purpose of technology in education is to enhance students learning, it is therefore important to consider not only the extent to which teachers integrate technology in the classroom rather the extent to which they integrate technology in teaching, how they integrate it and students' learning outcomes. To do this, we need to integrate the conditions for technology integration (WST) and the knowledge required for effective integration (TPACK) as shown in a simple sketch of the integration summarized in the Figure below.<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/_iaf8zMX38bM/TKHafg0CuoI/AAAAAAAAAQc/1f1tU56I64g/s1600/WST+TPACK.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="512" px="true" src="http://1.bp.blogspot.com/_iaf8zMX38bM/TKHafg0CuoI/AAAAAAAAAQc/1f1tU56I64g/s640/WST+TPACK.JPG" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">WST-TPACK integration for effective integration of technology in teaching</td></tr>
</tbody></table>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-41434735393974221262010-09-28T03:21:00.000-07:002010-09-28T03:21:11.169-07:00Factors influencing the use of ICT<div><embed align="9" allowfullscreen="true" flashvars="mode=embed&layout=http%3A%2F%2Fskin.issuu.com%2Fv%2Flight%2Flayout.xml&showFlipBtn=true&documentId=100820145035-3cb5b7e770a34fbe94cb2f0b44620d71&docName=ejel-volume4-issue1-article18&username=academic-conferences.org&loadingInfoText=ICT%20and%20Schools%3A%20Identification%20of%20Factors%20Influencing%20the%20use%20of%20new%20Media%20in%20Vocational...&et=1285669144226&er=54" menu="false" name="flashticker" quality="high" salign="l" scale="noscale" src="http://static.issuu.com/webembed/viewers/style1/v1/IssuuViewer.swf" style="height: 297px; width: 420px;" type="application/x-shockwave-flash"></embed><div style="text-align: left; width: 420px;"><a href="http://issuu.com/academic-conferences.org/docs/ejel-volume4-issue1-article18?mode=embed&layout=http%3A%2F%2Fskin.issuu.com%2Fv%2Flight%2Flayout.xml&showFlipBtn=true" target="_blank">Open publication</a> - Free <a href="http://issuu.com/" target="_blank">publishing</a> - <a href="http://issuu.com/search?q=media%20use" target="_blank">More media use</a></div></div>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-39460063325984731142010-09-25T06:43:00.001-07:002010-11-30T04:36:28.077-08:00TPACK among Preservice Teachers at DUCE<div id="__ss_5284725" style="width: 425px;"><strong style="display: block; margin: 12px 0px 4px;"><a href="http://www.slideshare.net/Vangidunda/tpack-at-duce" title="Tpack at duce">Tpack at duce</a></strong><object height="355" id="__sse5284725" width="425"><param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=tpackatduce-100925094159-phpapp01&rel=0&stripped_title=tpack-at-duce&userName=Vangidunda" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed name="__sse5284725" src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=tpackatduce-100925094159-phpapp01&rel=0&stripped_title=tpack-at-duce&userName=Vangidunda" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><br />
<div style="padding-bottom: 12px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">View more <a href="http://www.slideshare.net/">presentations</a> from <a href="http://www.slideshare.net/Vangidunda">Vangidunda</a>.</div></div>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com2tag:blogger.com,1999:blog-2225369138057295683.post-47518594500614430302010-09-25T06:32:00.000-07:002010-09-25T08:16:48.137-07:00TPACK at DUCE: Simple pendulum<div class="separator" style="clear: both; text-align: left;"><object height="344" width="425"><param name="movie" value="http://www.youtube.com/v/qjUgtO6pZZc?hl=en&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/qjUgtO6pZZc?hl=en&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object></div>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-8918275496921766352010-08-02T09:59:00.000-07:002010-08-02T10:01:26.544-07:00What can you tell me about holistic learning?<span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">By Candace Davies</span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"> </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"><br style="line-height: 1.2em; outline-color: initial; outline-style: none; outline-width: initial;" /></span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">Holistic learning is based on the principle of interconnectedness </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">and wholeness. Thus the student is seen as a whole person with </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">body, mind, emotions, and spirit. Holistic learning seeks to </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">develop approaches to teaching and learning that foster</span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"><br style="line-height: 1.2em; outline-color: initial; outline-style: none; outline-width: initial;" /></span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">connections between subjects and between learners through various </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">forms of community. It seeks a dynamic balance in the learning </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">situation between such elements as content and process, learning </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">and assessment, and analytic and</span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"> </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"><span class="yshortcuts" id="lw_1280768079_1" style="line-height: 1.2em; outline-color: initial; outline-style: none; outline-width: initial;">creative thinking</span></span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">. It is also </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">inclusive in terms of including a broad range of students and a </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">variety of learning approaches to meet their diverse learning</span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"><br style="line-height: 1.2em; outline-color: initial; outline-style: none; outline-width: initial;" /></span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">needs.</span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"><br style="line-height: 1.2em; outline-color: initial; outline-style: none; outline-width: initial;" /></span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"> </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"> </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"><br style="line-height: 1.2em; outline-color: initial; outline-style: none; outline-width: initial;" /></span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">Holistic</span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"> </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"><span class="yshortcuts" id="lw_1280768079_2" style="line-height: 1.2em; outline-color: initial; outline-style: none; outline-width: initial;">instructional strategies</span></span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"> </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">include visualization,</span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"><span class="yshortcuts" id="lw_1280768079_3" style="line-height: 1.2em; outline-color: initial; outline-style: none; outline-width: initial;">cooperative learning</span></span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">,</span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"> </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"><span class="yshortcuts" id="lw_1280768079_4" style="line-height: 1.2em; outline-color: initial; outline-style: none; outline-width: initial;">creative problem solving strategies</span></span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"> </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">and </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">drama.</span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"> </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"><span class="yshortcuts" id="lw_1280768079_5" style="line-height: 1.2em; outline-color: initial; outline-style: none; outline-width: initial;">Holistic education</span></span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"> </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">also avoids emphasis on one particular </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">technique, instead stressing a multi-level approach to education </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">that acknowledges interdependence and connectedness. Holistic </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">learning is viewed as an experiential, organic process where </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">making connections is seen as central to the curriculum process. </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">An aesthetic perspective and the process of building knowledge </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">through inquiry are also seen integral to both education and life </span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">itself.</span><span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"> </span><br />
<span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;">Candace</span><br />
<span class="Apple-style-span" style="font-family: monospace; font-size: 14px; line-height: 16px;"><a href="http://resumes-for-teachers.com/">http://resumes-for-teachers.com</a></span>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0tag:blogger.com,1999:blog-2225369138057295683.post-40829599123446782232010-07-13T02:21:00.000-07:002010-07-13T02:21:17.000-07:00Writting an Article: APA styleFollow this link <a href="http://www.apastyle.org/">APA style</a>Ayoub C Kafyulilohttp://www.blogger.com/profile/01141525747011497822noreply@blogger.com0