The Relevance Of Authentic Learning Activities In Developing Competency And Confidence Of Integrating Technology In Teaching Among Pre-Service Teachers In Tanzania

dc.contributor.author	Kafyulilo, Ayoub C.
dc.date.accessioned	2016-08-12T12:32:53Z
dc.date.available	2016-08-12T12:32:53Z
dc.date.issued	2012-06
dc.description.abstract	This study explored the ways pre-service teachers from Dar es salaam University College of Education (DUCE) in Tanzania, can develop Technological Pedagogical Content Knowledge (TPACK). 42 pre-service science and mathematics teachers and 4 instructors participated in the study. Findings revealed a limited TPACK among pre-service teachers at DUCE. Participation in authentic learning activities such as training, microteaching, collaborative lesson design and peer reflections, were found to be effective in developing TPACK. Results showed that these activities were relevant to the learning needs of the pre-service teachers and effective in developing knowledge, skills, competencies and confidence of integrating technology in teaching.	en_US
dc.identifier.citation	Kafyulilo, A.C., 2012. The relevance of authentic learning activities in developing competency and confidence of integrating technology in teaching among pre-service teachers in Tanzania. In The African Symposium (Vol. 12, No. 1, pp. 99-109).	en_US
dc.identifier.issn	6-342-323
dc.identifier.uri	http://hdl.handle.net/20.500.11810/3494
dc.language.iso	en	en_US
dc.title	The Relevance Of Authentic Learning Activities In Developing Competency And Confidence Of Integrating Technology In Teaching Among Pre-Service Teachers In Tanzania	en_US
dc.type	Journal Article, Peer Reviewed	en_US

Now showing 1 - 1 of 1

Name:: The Relevance Of Authentic Learning Activities In Developing Competency And Confidence Of Integrating Technology In Teaching Among Pre-Service Teachers In Tanzania.pdf
Size:: 4.74 MB
Format:: Adobe Portable Document Format
Description:: Full text

Now showing 1 - 1 of 1