Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania

Abstract

Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration of technology in a studentcentered approach to science teaching. The in-service arrangement consisted of workshops in which educative curriculum materials were used to prepare teachers for student-centered education and for the use and application of Microcomputer Based Laboratories (MBL)-a specific technology application for facilitating experiments in science education. Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher learning was determined by three indicators: (1) the ability to conduct MBLsupported student centered science lessons, (2) teachers' reflection on those lessons and (3) students' perceptions of the classroom environment. The results of the research indicate that the teachers' were able to integrate MBL in their science lessons at an acceptable level and that they were able to create a classroom environment which was appreciated by their students as more investigative and open-ended.

A Senior Teacher’s Implementation of Technology Integration

“…By contrast, the second category consists of teachers who believe that technology blurs the learning focus of students and thus inadvertently interferes with learning (Lavie, 2005). Despite most teachers recognizing the benefits of technology integration in the classroom (Voogt, Tilya, & Akker, 2009), a lack of successful experiences may influence their motivations to apply technology in teaching (Slaouti & Barton, 2007;Balanskat, Blamire, & Kefala, 2006). Thus, creating successful experiences of technology integration might entice teachers to apply technology in the classroom.…”

TPACK in teacher education: are we preparing teachers to use technology for early literacy?

“…Many studies show that the integration of technology in educational practice is a complex innovation for teachers (e.g., Mumtaz, 2000;Webb & Cox, 2004;Voogt, Tilya, & van den Akker, 2009). Teachers have difficulty in integrating technology in their instructional processes.…”

Developing pre-service teacher competencies for ICT-integration through design teams

“…McCrory (2008) addressed four elements of TPACK in science education: a) knowledge of science; b) knowledge of students' perceptions; c) knowledge of science-specific pedagogy; and d) knowledge of ICT. This requires teachers to know which part of the science curriculum is difficult for students, how ICT can be used to resolve these difficulties, and for which science topic ICT is considered essential (Voogt, Tilya, & Akker 2009). …”