Developing Pre-service Teachers’ Technology Integration Competencies in Science and Mathematics Teaching: Experiences from Tanzania and Uganda

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dc.contributor.authorKisalama, Robert
dc.contributor.authorKafyulilo, Ayoub C.
dc.date.accessioned2016-08-15T06:37:23Z
dc.date.available2016-08-15T06:37:23Z
dc.date.issued2012
dc.description.abstractThis 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.en_US
dc.identifier.citationKisalama, R. and Kafyulilo, A.C., 2012. Developing Pre-service Teachers’ Technology Integration Competencies in Science and Mathematics Teaching: Experiences from Tanzania and Uganda. Makerere Journal of Higher Education, 3(2), pp.99-113.en_US
dc.identifier.issn1816-6822
dc.identifier.urihttp://hdl.handle.net/20.500.11810/3495
dc.language.isoenen_US
dc.subjectTPACKen_US
dc.subjectProfessional developmenten_US
dc.subjectScience educationen_US
dc.titleDeveloping Pre-service Teachers’ Technology Integration Competencies in Science and Mathematics Teaching: Experiences from Tanzania and Ugandaen_US
dc.typeJournal Article, Peer Revieweden_US
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