Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration

Abstract

As schools increasingly adopt new technologies in enhancing teaching and learning, models of teacher professional development are also evolving. To ensure that teacher development programmes effectively assist them in integrating technology in instructional processes, a study was conducted to determine a more acceptable model of teacher professional development. This study employed a quantitative survey methodology in the collection of data towards the development of a model on technology integration in classrooms and the identification of training needs for teachers. A total of 400 teachers were selected to participate in this study using the stratified random sampling technique from primary schools in 10 Regions of Cameroon to identify their preferences in a professional development model. The data was analysed using percentages, frequency counts, mean and standard deviation. The results indicated that teacher-participants showed a strong preference for an on-going school-based professional development model that supports collaborative learning, problem solving and involves classroom follow-up. A review of the weaknesses in current models as well as literature on best practices in in-service teacher training led to the proposed Mastery of Active and Shared Learning Processes for Techno-pedagogy (MASLEPT) model.

Technology-Based Professional Development: The Case of Elementary School Teachers in Belgrade

“…Shea & Bidjerano (2010) maintain that providing more opportunity for teachers with varying levels of experiences to work together and to engage with online activities, allows for practice and comfort with new technology. Effective professional development allows teachers to access resources and meet individual needs and schedules (Ndongfack, 2015a).…”

“…It is recommended that online professional development sessions are shortened and give teachers the opportunity to use examples from their own teaching domain, to implement strategies first for practice, then to teach strategies for pedagogical uses, to provide opportunities for follow-up (Ndongfack, 2015a), and to give practice in both the student and instructor roles of the new technology (Murthy et al, 2015). To support the use of the strategies learned, the technology must be readily available to teachers, so they can immediately apply knowledge (Shaha, Glassett, Copas & Ellsworth, 2015).…”

“…Professional development provides the opportunity for teachers to be exposed to, practice, and obtain feedback on professional goals for intended change of pedagogy. It allows pedagogical and content experts to "recognize, accept, adapt, explore, and advance" technologies, hence should be based on teacher needs (Ndongfack, 2015a). The idea of pedagogical knowledge was first introduced by Shulman (1986), where it was determined that teachers develop a unique knowledge beyond the content areas, and show a development of understanding by learning content in a way that relates to how they are going to teach it.…”

“…When technology is utilized to implement professional development, this can provide self-confidence and support a higher rate of change (Kao, Tsai & Shih, 2014). Effective professional development, according to teachers, is ongoing, addresses specific problems, supports collaboration, allows for lesson planning, and encourages observation and follow-up (Ndongfack, 2015a). When teachers buyin, and effectively interpret how technologies can be used to impact the student learning (Lochner, Conrad & Graham, 2015), the effects can be widespread on student and cultural outcomes.…”

Teacher Profession Development on Technology Integration Using the Mastery of Active and Shared Learning for Techno-Pedagogy (MASLEPT) Model

“…Figure 1 is the theoretical framework adopted for this study. The Mastery of Active and Shared Learning Processes of Techno-pedagogy (MASLEPT) is a school-based professional development model (Nkwenti Ndongfack, 2015). MASLEPT was developed based on teachers' views and evidence from literature review on best practices in teacher training on technology integration in instructional processes.…”