Developing Pre-service Teachers’ Technology Integration Competencies in Science and Mathematics Teaching: Experiences from Tanzania and Uganda
This study investigated the ICT integration practices in pre-service teacher education in the School of Education at Makerere University (College of Education and External Studies) in Uganda and Dar es salaam University College of Education (DUCE), a constituent college of the University of Dar es salaam in Tanzania. Specifically, the study aimed at establishing ways in which ICTs were being deployed in pre-service teacher training in the two colleges. It also investigated the factors constraining integration of ICTs in pre-service teacher education as perceived by the pre-service teachers and lecturers at the colleges. Using questionnaires and interview, data were collected from both the lecturers and final year pre-service teachers during the academic year (2009/2010). The findings revealed that, limited access to ICTs, limited lecturers’ knowledge of ICTs and limited use of the available ICTs affected usage of the technologies. Thus, it emerged that there is a need to explore models situated in a more encompassing theoretical framework like Technological Pedagogical Content Knowledge (TPACK) so as to realise sustainable pedagogical practices in classrooms proliferated with technology.
Keywords: TPACK; Professional development; Science education