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Learning Technology by Design: Experiences from In-service Science and Mathematics Teachers in Tanzania

Ayoub C Kafyulilo*


This study explored the effectiveness of learning technology by design in the development of in-service science teachers’ competencies of integrating technology in science and mathematics teaching in Tanzania. The learning of technology by design involved a workshop, collaborative design of technology-integrated lessons and classroom teaching. A total of 26 science and mathematics teachers from two selected secondary schools (13 from each) participated in the design of technology-integrated lessons. The study involved pre- and post-intervention assessment of teachers’ technological pedagogical content knowledge (TPACK), which was done through selfassessment questions and an observation guide. For the post-intervention assessment, one-to-one interviews were administered to gain an understanding of teachers’ experience with the new learning approach. Findings showed that teachers’ competencies and confidence of integrating technology in the teaching of science and mathematics was enhanced. These findings lead to a conclusion that teachers’ collaboration to design a technology-integrated lesson and teach it in the classroom is an effective approach for teachers’ professional development.


lesson design, collaboration, technology, technology integration competencies, science and mathematics

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