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Assessing the development of mathematics teachers TPACK through an observation rubric
By Joseph Njiku
The TPACK framework has gained popularity in guiding research regarding the assessment and development of teachers' competencies to teach with technology. Since theoretically, the framework is about teachers' knowledge for teaching using technology, effective ways of assessing this TPACK have been a subject of interest among researchers. This paper is about a collaborative lesson design quasi-experiment study whose data collection was done using an observation rubric that was prepared and validated for this study. The study uses six video-recorded sessions to validate the instrument and assesses the level of TPACK of 30 participants. The observation rubric is found suitable to assess mathematics teachers TPACK, but users may need to contextualize it depending on content and technology. Findings of the study also imply that more engaging collaborative professional development activities may be more effective in developing teachers' TPACK. Furthermore, when planning such professional development, it is important to ensure that teachers have access to relevant technology.
Developing Mathematics teachers' attitude towards technology integration through school-based lesson design teams
By Joseph Njiku
Purpose: This study aims to investigate the development of Mathematics teachers' attitudes towards technology integration through collaborative lesson design activities as part of professional development. Design/methodology/approach: The pre-and post-test for non-equivalent comparison groups quasi-experiment was adopted as the study design where 125 participants were distributed into three groups in Dar es Salaam – Tanzania. Data analysis was done using gain in scores, t-test, split-plot analysis of variance, and eta-squared. Findings: Comparison across groups and between pre-intervention and post-intervention showed that collaborative lesson design activities have more potential to develop Mathematics teachers' attitudes than the isolated implementation of such activities. Relevant recommendations are provided. Practical implications: The study offers valuable insights for teacher education especially in-service training focussing on effective ways of developing teachers' competencies especially attitudes towards technology integration. Originality/value: Although lesson design studies are prevalent, majority have investigated the development of teachers' knowledge rather than attitude for integrating technology. Additionally, the study sheds light on attitude as a multidimensional construct thereby providing more insight into the subject. © 2023, Emerald Publishing Limited.
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