workshop report training of masters trainers for the...
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Workshop REPORT
Training of Masters Trainers
For the SME-ICT project
9th – 10th Februrary 2012
Agency for Development of Education Managers (ADEM) - Bagamoyo
Ministry of Education and Vocational Training (MoEVT)
In collaboration with
GESCI
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Contents
Introduction ............................................................................................................................................... 4
Development Objective ....................................................................................................................... 4
Specific Objectives of the project ....................................................................................................... 4
Broad objective for the workshop ...................................................................................................... 4
Specific Objectives for the workshop ................................................................................................ 5
List of participants: .............................................................................................................................. 5
Facilitators: ............................................................................................................................................ 5
Expected outputs.................................................................................................................................. 5
Expected outcomes .............................................................................................................................. 5
Day 1 ........................................................................................................................................................... 5
Appendices ................................................................................................................................................. 9
Appendix I – List of Participants ....................................................................................................... 9
Appendix II - Workshop Programme ............................................................................................. 13
Appendix III – Lesson Plan .............................................................................................................. 16
Appendix IV - Feedback on lesson Evaluation in Mpwapwa – 25th Nov 2011 ....................... 19
Appendix V - Feedback from online review of module 1 and 2 ................................................. 25
Appendix VI - Evaluations ............................................................................................................... 39
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List of Abbreviations MoEVT - Ministry of Education and Vocational Training Sida - Swedish International Development Agency GESCI - Global e-Schools and Communities Initiative SME - Science Math and English ICT - Information and Communication Technology ICT-SME - Teaching and Learning Science, Math and English in Secondary Schools using ICT TIE - Tanzania Institute of Education TED - Teacher Education Department SEDP - Secondary Education Development Plan
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Introduction The project on Teaching and Learning Science, Mathematics and English in Ordinary Secondary Schools through using ICT is an implementation of the major education sectoral plans and programmes. The focus of this project is to improve teaching and learning in the mentioned subjects in 21 secondary schools. The activities in this phase of the project are a follow-up to the previous work and will feed into the training of teachers in March 2012. This workshop is a follow-up to the workshop that took place on 21-25th November 2011. During this workshop it emerged that there was a skills-gap in the training of tutors. During a meeting that was held in Mpwapwa after the workshop, it was agreed that efforts had to be put in place to have this gap filled. This has been addressed through online collaboration and face-to-face sessions. The workshop in Bagamoyo has been formulated as one step towards filling this gap of training trainers who will in turn train the remaining cohort of trainers in the implementing colleges.
Development Objective
The main objective of the project is to enable students and teachers in Secondary Schools use ICT to improve the quality of Teaching and Learning Science, Mathematics and English subjects by using and integrating ICTs.
Specific Objectives of the project
The specific project objectives to be achieved in the implementation of the project in secondary schools and teachers colleges are:
To establish the status of resources and gaps in the implementing institutions through collecting baseline data
To equip the secondary schools with computer systems, internet connectivity and power supply systems in refurbished and furnished rooms
To enable teachers in Science, Math and English in Secondary schools acquire ICT technical and integration skills and teaching methodologies through ICTs
To avail e-resources for teaching and learning Science, Math and English To have students access the identified e-resources in Science, Math and English To enable college tutors acquire ICT technical and professional skills to support the secondary
schools To enable implementing institutions successfully meet the objectives of the project through a
robust monitoring and evaluation system
Broad objective for the workshop
To build the capacity of master tutors who will in turn train fellow tutors and oversee the
training of SME teachers in the zones
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Specific Objectives for the workshop
To provide an overview of the validation feedback and identify the skills that need to be developed
To create a common understanding on ICT integration through the TPCK model To create a common understanding on the use of ICT Integration monitoring and evaluation tools
To create a common understanding on the requirements for facilitating Modules 1 and 2 training
To simulate the training of module 2 for practical evaluation
List of participants:
35 SME tutors from 7 colleges ( 5 tutors from each college representing SME subjects)
Project Management Team
GESCI
Facilitators:
Bakari Issa (MoEVT)
Esther Mwiyeria, GESCI
Ayoub Kafyulilo – DUCE
Mary Hooker - GESCI
The detailed list of participants is presented in Appendix I
Expected outputs
Workshop report
Reviewed exemplars of artifacts for ICT use in SME teaching uploaded on the WIKI
Expected outcomes
Common understanding on the training of SME teachers created
Common understanding on the use of M& E tools created during project formulation
Capacity built among master trainers for training the tutors and SME teachers in the zones
Day 1
The objectives of day 1 were:
To provide an overview of the validation feedback and identify the skills that need to be developed
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To create a common understanding on ICT integration through the TPCK model
To create a common understanding on the use of ICT Integration monitoring and evaluation tools
The sessions started with opening remarks from Mr. Issa Bakari. He welcomed the participants in his capacity as the Principal Education Officer (Teacher Education Department) and spelt out the objectives of the workshop. He briefly explained the background of the project and the criterion that has been used to select the team of master trainers as represented in the workshop. He also spelt out the mandate, roles and responsibilities of this team. In his follow-up presentation, Mr. Bakari made reference to the previous workshop that had been held in Mpwapwa during which time issues related to the capacity of the tutors to use ICTs for teaching and learning had emerged. The general findings as drawn from the Mpwapwa workshop are as presented in Appendix IV. In his concluding remarks, he challenged tutors to ensure that they take the lead in breaking through this challenging situation and prepare the other tutors and teachers in the project for effective use of ICT in teaching and learning. Mr. Jerome Morrissey, the Chief Executive Officer of GESCI as an invited guest started off by appreciating the promptness and eagerness of the participants in the project. He shared his experiences in the use of ICTs in education as a teacher and also as head of the National Centre for Technology in Education (NCTE) in Ireland. NCTE is the Irish Government’s agency on the use of information and communications technology (ICT) in education. It was established under the auspices of the Department of Education and Science in 1998 and plays a central role in helping to maximize the benefits for learners and teachers in using ICT. He re-affirmed GESCI’s commitment and support to the ongoing work in the SME-ICT project and other ICT in education initiatives. Esther Mwiyeria, Project Coordinator, thereafter made a presentation which was based on the findings from the online evaluation of the modules that tutors would use for training the secondary school teachers. The general feedback from the online validation was that the modules were clear, relevant and had adequate coverage. The detailed feedback from the online validation is as presented in Appendix V. This session was followed by presentations from the different zones which outlined the collaborative activities that have been taking place in the different zones. Reports from each of the zones were presented and these can be accessed at http://ict4-science-maths-english-tanzania.wikispaces.com/%3E%3E+Zones+in+the+SME-ICT+project. After the discussions on the different lesson plans that were presented, the following were highlighted as the learning points from these presentations:
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How to create a technology-integrated lesson plan
The difference between teaching/instructing and facilitating
The use of e-diary and e-portifolio during the training of secondary schools teachers
The use of the TPCK framework in the development of a technology integrated lesson plan
New skills acquired for lesson planning and presentation
Learnt how to bring in collaboration in lesson planning and in practice
Learnt how to create groups and enhance collaboration
Learnt how to evaluate a lesson plan
Learnt how to plan and to integrate ICT in lesson planning
Learnt about the interplay between technology and pedagogy
Learnt how to integrate technology with pedagogy and content
Learnt how to present the lesson through the projector by using the TPCK model
Upgraded previous knowledge on the process of teaching and learning
Learnt how to write references
Learnt how to prepare an interactive lesson plan
After heated discussions, the team agreed to use the format of the lesson plan template presented in Appendix III. The day was closed with an open discussion on monitoring and evaluation tools to be used during implementation. This discussion was well informed by the findings gathered during the online validation as presented in Appendix V through the survey monkey. Daily Evaluations for day 1 are presented in Appendix VI.
Day 2 The objectives of day 2 were:
To create a common understanding on the requirements for facilitating Modules 1 and 2
To simulate the training in module 2 for SME teachers in the project
The day started with Mary Hooker, Senior Education Specialist (GESCI), presenting the facilitators guide. The main goal was to share with the participants the difference between teaching and facilitating with a goal of equipping the tutors with facilitation skills and not teaching skills. This is because during the training of secondary school teachers, it is expected that the tutors should adopt different approaches and through the practice, the secondary school teachers should also learn by example and be facilitators in their SME-ICT integration classes other than teachers. This culminated in group discussions during which time different scenarios were presented, discussed in groups and thereafter simulated. A sample of the simulated scenarios is as presented in http://ict4-science-maths-english-tanzania.wikispaces.com/-/SME-ICT%20project/Lake%20Region/?responseToken=3cc02fcccebbf343107ff1f073079e43 by the Butimba Teachers’ college.
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These scenarios led to an open discussion on how module 1 and 2 should be facilitated during the training of secondary school teachers. After the deliberations, it was agreed that the zones will continue to prepare all the facilitation presentations for Module 1 and 2 in readiness for the training of secondary school teachers in the forthcoming workshops. These would be uploaded onto the WIKI (http://ict4-science-maths-english-tanzania.wikispaces.com/%3E%3E+Zones+in+the+SME-ICT+project ) for access by all. Daily evaluations for day 2 are presented in Appendix VI.
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Appendices
Appendix I – List of Participants
PARTICIPANTS WORKSHOP FOR TUTORS TRAINERS BAGAMOYO 9th-10th
FEBRUARY 2012 S/
No.
Name Gender Institutio
n
Subject
s
Mobile
Phone
1
Dickson
Mpama Male Butimba
Chemist
ry/Biolo
gy/ICT 784563045 [email protected]
2
Ramadhani
I. Wenge Male Butimba
Biology/
Educati
on 712330412 [email protected]
3
Malongo Y.
Mwandolel
a Male Butimba
Mathe
matics/
Educati
on 787412589 [email protected]
4
Sabina
Masonda Female Butimba
English/
Educati
on 768103195 [email protected]
5
William
Balongeleje Male Butimba
Physics/
Maths/E
ducatio
n 786635787 [email protected]
6
Jumanne S.
Andrew Male
K/mpan
da Physics 784490099 [email protected]
7
Maulid
Hamis Male
K/mpan
da Biology 769737733 [email protected]
8
Greidon
Magara Male
K/mpan
da Maths 755992621
m
9
Albert
Kisima Male
K/mpan
da
Chemist
ry 758040240 [email protected]
10
Salutary
Boay Male
K/mpan
da English 754752980 [email protected]
11
Onespho
Sedekia Male Klerruu 756599020 [email protected]
12
Stanford
Dzombe Male Klerruu
Physics,
Chemist
ry Ed. 756143830
m
13
Juma
Lusonge Male Klerruu
Chemist
ry Ed. 714144932 [email protected]
14
Kissa
Mboya Female Klerruu
Mathe
matics
Ed. 783943949 [email protected]
10
15
Noah
Mwasomol
a Male Klerruu
English
Ed. 765912637
om
16
Asukisye
Kajela Male Klerruu
Biology
Ed. 784252491 [email protected]
17
Elifuraha J.
Kuley Male Monduli
ICT,ENG
/ED.
255
767386921 [email protected]/
18
Magnus
Makungu Male Monduli
Physics/
Ed. 655950510
om
19
Godwill
Biyengo Male Monduli
Physics/
Ed. 712804128 [email protected]
20
Said
Kamote Male Monduli
Math/E
d.
787189230/7
12100650 [email protected]
21 Lucas Paul Male Monduli
Chem/E
d. 712142859 [email protected]
22
Celestine
Makeri Male Monduli
Engl,ICT
/Ed. 653086772 [email protected]
23
Mangula
Mayemba Male
Morogor
o ICT 756181255 [email protected]
24 Noel Mgani Male
Morogor
o Physics
0762326900/
0717520313 [email protected]
25
Jumanne
Wimba Male
Morogor
o
Chemist
ry 713802545 [email protected]
26 Moses Kilulu Male
Morogor
o Biology 654774423 [email protected]
27
Ibrahim
Nuran Male
Morogor
o English 784325782 [email protected]
28
Luwilo
Sanga Male
Morogor
o Maths 714578816 [email protected]
29
Arafa Said
Benta Female
Morogor
o Maths 713539359 [email protected]
30
Simon
Wiliam
Msiko
Mtwara-
K
255
758303181 [email protected]
31
Fredy
Francis Male
Mtwara-
K
Chemist
ry 682614940 [email protected]
32
Chrisostom
Matenga Male
Mtwara-
K
Mathe
matics 687562489 [email protected]
33
Nelson
Shao Male
Mtwara-
K English 755893486 [email protected]
34
Fadhil
Mayuva Male
Mtwara-
K Biology 787666145 [email protected]
35
Patrick
Buluda Male Tabora
English/
Educati
on/ICT
255 767 908
36 Adamu Male Tabora English 766920509 [email protected]
11
Bunga
37
Eddy
Msofe Female Tabora Biology 757160859 [email protected]
38
Damasi
Mapunda Male Tabora Biology 767594699 [email protected]
39
Zawadi
Dende Male Tabora
Mathe
matics 0752-525406 zawadi45@live .com
40
Gaudis
Ephraim Male Tabora
Mathe
matics 0714-436616
m
41
Bakari G.
Issa Male
MoEVT-
Hqs
Chem,B
iol/Educ
ation 784226307 [email protected]
42
Samuel J.
Makundi Male
MoEVT-
Hqs
Phy,Mat
hs/Educ
ation 754661979 [email protected]
43
Hadija A.
Mcheka Female
MoEVT-
Hqs 0713-592762
m
44
Naomi V.
Swai Female
MoEVT-
Hqs
Eng,Ge
og/Edu
cation 717520747 [email protected]
45
Hassan
Mgalla Male
PMORA
LG
Maths/I
CT/Edu
cation 715000689 [email protected]
46
Richard B.
Nzoka Male
MoEVT-
Hqs
Phy,
Maths/E
ducatio
n 754311504 [email protected]
47
Adelard N.
Saduka Male
MoEVT-
Hqs 0757-604466 [email protected]
48
Abdallah S.
Ngodu Male
MoEVT-
Hqs
Phy,
Biol/Edu
cation 784514245 [email protected]
49
Esther
Wachira Female GeSCI
50
Mary
Hooker Female GeSCI
51
Ayubu
Kafyulilo Male DUCE
52
Joyce
Msolla Female
Morogor
o
53
Basiliana
Mrimi Female
MoEVT-
Hqs
54
Zaituni
Lukanga Female
MoEVT-
Hqs
55
Ernest
Haule Male
MoEVT-
Hqs
12
56
Thamas
Nyanginyw
a Male
Morogor
o
13
Appendix II - Workshop Programme
Proposed Train the Trainers Workshop Programme
Bagamoyo – Tanzania, 9th – 10th February 2012
Day 1 – 9th Jan 2012 Objectives:
To provide an overview of the validation feedback and identify the skills that need to be developed
To create a common understanding on ICT integration through the TPCK model
To create a common understanding on the use of ICT Integration monitoring and evaluation tools
Time Presenter
8:00am – 8:30am Arrival and Registration MoEVT
8:30am – 9:00am Opening Remarks o MoEVT o CEO, GESCI – Mr. Jerome
Morrissey
Issa Bakari (Chair)
9:00am – 9:30am Presentation of validation feedback
Open discussion on collaborative activities in the different zones
Esther Mwiyeria
9:30am – 10.30am Group formation and Review of the prepared technology integrated lesson plans and resources in groups
Group 1 - Biology
Group 2 - Chemistry
Group 3 - English
Group 4 - Math
Group 5 – Physics
Group discussions
10.30am – 11.00am Tea Break
11.00am – 12:30 noon
Feedback on reviewed lesson plans and resources
Group 1 - Biology
Group 2 - Chemistry
Group 3 - English
Group 4 - Math
Group 5 – Physics
Group discussions
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12:30 noon – 1:00pm Feedback and comments from the facilitators
Ayoub Kafyulilo Esther Mwiyeria Jerome Morrissey
1:00pm – 2:00pm Lunch Break
2:00pm – 3:00pm Monitoring & Evaluation tools during project implementation
Esther Mwiyeria & Ayoub Kafyulilo
3:30pm – 3:45pm Tea Break
3:45pm – 4:45pm Open discussion on the M&E tools Esther Mwiyeria & Ayoub Kafyulilo
4:45pm – 5:00pm Workshop evaluations – hard copies/survey monkey
Participants
Day 2 –10th Feb 2012 Objectives:
Create a common understanding on the requirements for facilitating Modules 1 and 2
Simulate the training in module 2 for SME teachers
Time Presenter
8:30 – 9:30am Presentation on the tutors facilitators guide
Mary hooker
9:30am – 10.30am Discussion on the various scenarios to be simulated for module 2
Mary Hooker
10.30am – 11.00am Tea Break
11.00am – 1:00 pm Group discussions on the scenarios and preparation of simulations
Group discussions
1:00pm – 2:00pm Lunch Break
2:00pm – 4:00pm Presentation of simulated scenarios from group discussions
Group presenters moderated Mary Hooker
4:00pm – 4:15pm Tea Break
4:15pm – 4:45pm Open discussion on Module 1 and Module 2 facilitation
Mary Hooker, Esther Mwiyeria & Ayoub Kafyulilo
4:45pm – 5:00pm Workshop evaluations – hard copies/survey monkey
Participants
Expected outputs
Workshop report
Reviewed exemplars of artifacts for ICT use in SME teaching for uploading on the WIKI
Expected outcomes
15
Common understanding on the training of SME teachers created
Common understanding on the use of M& E tools created during project formulation
Capacity built among master trainers for training the tutors and SME teachers
16
Appendix III – Lesson Plan
DATE SUBJECT CLASS PERIOD TIME NO. OF STUDENTS
PRESENTS ABSENTS
02/02/12 BIOLOGY FORM I 1ST & 2ND 8:00 - 9:20 M F T M F T
COMPETENCE: “Student should have the ability to define and draw the structure of the cell” MAIN TOPIC: Cell structure and organization SUB TOPIC: The cell concept GENERAL OBJECTIVE: A student should understand the cell structure and organization SPECIFIC OBJECTIVES: By the end of the lesson a student should be able to:
Give the meaning of the cell
Explain the characteristics of the cell
Differentiate various types of cells T/L RESOURCES: Materials stored into the media storage devices (be more specific on the devices), projector connected to laptop, Internet services, microscope, leaves, and blood REFERENCES: Biology secondary school syllabus 1999 Dar …. (rules of writing reference books should not be omitted), www.Designmate.com , www.kscience.co.uk , www.youtube.co.com (Include the complete link and not just the resource website) Reference formats:
LESSON DEVELOPMENT
STAGES TIME TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
INTRODUCTION
10 MIN
Introducing the lesson by asking students to brainstorm the meaning of cell
Students brainstorm on the meaning of the cell
Is the student able to give the meaning of the cell? Include assessment tool to be used
CPK CPK
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NEW KNOWLEDGE
30 MIN
- Divide students into groups of 3 students Use microscope to observe the structure of the cell e.g. blood - Distribute leaves, lens, blood and microscope in groups to interact with resources provided - To guide students on how to use the microscope to see the structure of the cell Guide students in groups to describe the meaning of cell, characteristic and type - Open the hyperlinked animation that describe the meaning, characteristic and type of the cell To display animation of cell and help student label the diagram
- Forming groups of three students - Interacting with the materials/resources provided - Describing the meaning, characteristics and types - Observing the animation and take note -comparing their answers with those from the animation
Is the student able to discuss the meaning of the cell, characteristics and types of cells?
REINFORCEMENT
30 MIN
- Highlight the main points by asking questions on: Prepare 3 PowerPoint slides explaining
Meaning of cell
Characteristics and
Types of cell
- Responding to questions asked on the meaning, characteristics and types of cells
Is the student able to explain the meaning of the cell, characteristics and types of cells?
REFLECTION 5 MIN
Asking student ’’ why do you think it is important to study a cell concept?’’. Asking students to summarize the lesson from the beginning to the end and explain areas with difficulties, not clear, the methodology (i.e. impact of technology in their learning) and improvement strategies
Work on the provided question Students summarize the lesson from the beginning to the end and explain areas with difficulties, not clear, the methodology (i.e. impact of technology in their learning) and improvement strategies
Is the student able to answer questions correctly?
CONSOLIDATION
5 MIN
Summarizing and giving notes in form of fill in the gaps.
Students taking notes and the summary provided by filling in the gaps.
Is the student taking notes and summary by filling the gaps precisely and correctly?
STUDENT’S EVALUATION:
PK
PK
TK
TPK
TPCK
TCK
PCK PCK
TCK
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TEACHER’S EVALUATION: REMARK:
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Appendix IV - Feedback on lesson Evaluation in Mpwapwa – 25th Nov 2011
Region: Tabora Subject: Operating systems TPCK Category Remarks
Technological Knowledge (TK)
Teacher had a lot of essential technology tools1 to
support instructional strategies and had no problems
using the tools
Content Knowledge (CK)
The teacher exhibits a good mastery of subject matter
knowledge which is current and accurate with few
references provided to enhance students subject matter
knowledge
Pedagogical Knowledge (PK)
Teacher has essential pedagogical skills and applies
these in the teaching and presentation of the lesson
through different approaches
Technological Content Knowledge (TCK)
Although the graphics were attractive and support the
content of the lesson with the teacher helping the
students use technology to investigate and construct the
meaning of complex ideas to a good level, the use of
technology to demonstrate complex ideas and to observe
things that would otherwise be difficult was at a
minimum.
Technological Pedagogical Knowledge (TPK)
The use of technology to interact and collaborate with
students and the ability of the teacher to adapt the use of
technology to different learning activities was at a
minimum.
The teachers use of technology-based tasks to engage
students was moderate
Technological Pedagogical Content Knowledge (TPCK)
The combination of subject content, technology and
teaching approaches was moderate with no opportunity
for student collaboration during the learning process
General Remarks
The teachers pedagogical approach was predominantly leading (through lecturing and
directing class activities)
Teacher used technology to present information
Conclusion
The required skills are those related to:
o enhancing the lesson through technology use
o using technology to enhance students involvement and use technology to
investigate and construct the meaning of complex ideas
1 Computers/laptops, projector and flash disc or memory stick, internet connectivity, digital learning resources on CDs
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Region: Mwanza Subject: Biology – Transpiration
TPCK Category Remarks Technological Knowledge (TK)
Teacher had a lot of essential technology tools to
support instructional strategies and had no problems
using the tools
Content Knowledge (CK)
The teacher exhibits a good mastery of subject matter
knowledge which is current and accurate with accurate
facts in relation to the topic.
However the use of references was limited
Pedagogical Knowledge (PK)
The involvement of students was quite limited
Technological Content Knowledge (TCK)
Although the demonstrated animation was good and had
the ability of making the concepts clearer, the teacher
did not use technology to investigate and construct
meaning about the complex ideas at hand
Technological Pedagogical Knowledge (TPK)
The lesson was a demonstration with limited students
activity and involvement
Technological Pedagogical Content Knowledge (TPCK)
The combination of content, technologies and pedagogy
was not clearly articulated.
There was no use of technology to support collaboration
between the teacher and the students or among students
There is a need to improve on the pedagogy, content and
technology combination during instruction
General Remarks
The teacher’s pedagogical approach was predominantly leading (through lecturing and
directing class activities)
Teacher used technology to demonstrate a task
Conclusion
The skills to enhance the lesson through technology are required and in particular those of
use of technology to promote students involvement
The teachers judgment on when to use or not to use technology is largely lacking
Region: Kinampanda Subject: Math – Shapes
TPCK Category Remarks Technological Knowledge (TK)
Teacher had a lot of essential technology tools to
support instructional strategies and had no problems
using the tools
Content Knowledge (CK)
The teach exhibits a good mastery of subject matter
knowledge which is current and accurate with accurate
facts in relation to the topic.
However the use of references was limited
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Pedagogical Knowledge (PK)
The teacher exhibits essential pedagogical skills and
applies the required pedagogical practices a lot
Technological Content Knowledge (TCK)
The use of technology to demonstrate complex ideas,
to involve students to investigate and construct meaning
of complex ideas is limited
Technological Pedagogical Knowledge (TPK)
Use of technology to engage students, increase
collaboration and use different activities is limited
There was no use of technology to support collaboration
between the teacher and the students or between students
Technological Pedagogical Content Knowledge (TPCK)
The combination of content, technologies and pedagogy
is limited
General Remarks
The teachers pedagogical approach was predominantly leading (through lecturing and
directing class activities)
Teacher used technology to demonstrate a task
Although there was a lot of questioning to the students, these questions were not drawn
from the use of technology which resulted in little impact of technology use in the
learning process
Conclusion
The skills to enhance the lesson through technology are required and in particular those of
using technology to promote students involvement
The interplay between the various components of TPCK needs reinforcement
Region: Klerruu Subject: Chemistry – Ionic bonding Region: Tabora Subject: Operating systems
TPCK Category Remarks Technological Knowledge (TK)
Although the teacher had a lot of essential technology
and had no problems using the tools, its use for
instructional strategies was moderate
Content Knowledge (CK)
The teacher exhibits a good mastery of subject matter
knowledge which is current and accurate with accurate
facts in relation to the topic.
However the use of references was limited
Pedagogical Knowledge (PK)
The teacher exhibits essential pedagogical skills and
applies the required pedagogical practices moderately
Technological Content Knowledge (TCK)
The use of technology to demonstrate complex ideas,
and construct meaning of complex ideas was excellent
Technological Pedagogical Knowledge (TPK)
Use of technology to engage students, increase
collaboration and use different activities is limited
The teacher did not interact with the students but only
22
with technology
Technological Pedagogical Content Knowledge (TPCK)
The combination of content, technologies and pedagogy
is limited
There was no use of technology to support collaboration
between the teacher and the students or between students
General Remarks
The teachers pedagogical approach was predominantly leading (through lecturing and
directing class activities)
Teacher used technology to demonstrate a task
Teacher used technology to present information and to model the concept of ionic bonding
Students were not involved in learning other than listening and observing
Conclusion
The skills to enhance the lesson through technology are required and in particular those of
use of technology to promote students involvement
The interplay between the various components of TPCK needs reinforcement
Region: Mtwara Subject: Chemical Reaction
TPCK Category Remarks Technological Knowledge (TK)
Although the teacher had a lot of essential technology
and had no problems using the tools, its use for
instructional strategies was moderate
Content Knowledge (CK)
The teach exhibits moderate mastery of subject matter
knowledge with a low level of accurate and current
facts.
However the use of references was limited
Pedagogical Knowledge (PK)
The teacher exhibits required pedagogical skills and
applies the required pedagogical practices moderately
Technological Content Knowledge (TCK)
The use of technology to demonstrate complex ideas,
and observe things that would otherwise have been
difficult was excellent.
Technological Pedagogical Knowledge (TPK)
Use of technology to engage students, and use different
activities is limited
The teacher’s use of technology to introduce different
learning activities was limited
Technological Pedagogical Content Knowledge (TPCK)
The combination of content, technologies and pedagogy
is excellent
The use of technology to support collaboration between
the teacher and the students or between students was
moderate
General Remarks
The teachers pedagogical approach was predominantly leading (through lecturing and
directing class activities) and monitoring students level of understanding
Teacher used technology to demonstrate a task
23
Teacher used technology to present information and to model the concept of chemical
reactions
The teacher was teaching and the students were listening
Students benefits from the use of technology as there was a practical demonstration on the
factors that affect a chemical reaction
Conclusion
The skills to enhance the lesson through technology are required and in particular those of
using of technology to promote students involvement
The interplay between the various components of TPCK needs reinforcement
Region: Morogoro Subject: Transpiration
TPCK Category Remarks Technological Knowledge (TK)
The teacher had adequate technology tools and also used
life specimens to support instructional strategies
Content Knowledge (CK)
The teacher exhibits a good mastery of subject matter
knowledge which is current and accurate with accurate
facts in relation to the topic.
However the use of references was limited
Pedagogical Knowledge (PK)
The teacher applies essential pedagogical approaches in
an excellent manner
Technological Content Knowledge (TCK)
The use of technology to demonstrate complex ideas,
and construct meaning of complex ideas was excellent
Technological Pedagogical Knowledge (TPK)
Use of technology to engage students, increase
collaboration and use different activities was good
The teacher used technology to interact with the students
Technological Pedagogical Content Knowledge (TPCK)
The combination of content, technologies and pedagogy
is was good
The use of technology to support collaboration between
the teacher and the students was good
General Remarks
The teachers pedagogical approach was mainly facilitating
Teacher used technology to demonstrate a task
Teacher used technology to present information and to model the concept of transpiration
Students were very engaged
Technology was used to enhance the concept of transpiration
Conclusion
The interplay between TPCK components was very good
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Region: Monduli Subject: English - Vocabulary and meanings of words
TPCK Category Remarks Technological Knowledge (TK)
Although the teacher had a lot of essential technology
and had no problems using the tools, its use for
instructional strategies was limited
Content Knowledge (CK)
The teacher exhibits a limited mastery of subject matter
knowledge which is current and accurate with accurate
facts in relation to the topic. She did not direct her
lesson to the achievement of the stated objectives
However the use of references was limited
Pedagogical Knowledge (PK)
Pedagogical skills presented were limited to lecturing
Technological Content Knowledge (TCK)
The use of technology to demonstrate complex ideas,
and construct meaning of complex ideas was not
exhibited
Technological Pedagogical Knowledge (TPK)
Use of technology to engage students, increase
collaboration and use different activities was absent
The teacher did not interact with the students through
technology
Technological Pedagogical Content Knowledge (TPCK)
The combination of content, technologies and pedagogy
is very poor
There was no use of technology to support collaboration
between the teacher and the students or between students
General Remarks
The teachers pedagogical approach was predominantly leading (through lecturing and
directing class activities)
Students were not involved in learning other than listening and observing
The choice of topic and technology to support the lesson was poor
Conclusion
The skills to enhance the lesson through technology are required and in particular those of
use of technology to promote students involvement
The interplay between the various components of TPCK was poor
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Appendix V - Feedback from online review of module 1 and 2 1. Clarity of Objectives - Are the module and unit objectives clear and appropriate for the target
audience – Science, Mathematics and English secondary teachers in Tanzania?
Clarity of Objectives: Give reasons for choosing Yes or No above.
Curriculum Relevance
They are relevant to Tanzania syllabus and to Science, mathematics and English objectives
The materials have tried to adhere to the syllabus of secondary education
Because the unit objectives are relevant to the content given. For example the unit 2. ICT in SME curriculum-Planning Technology use.
They are appropriate because they cover the areas which the target group has to cover
Module structure
The modules go in accordance to the need and structure of teaching career.
The modules take into consideration the level of understanding of secondary teachers on the uses of ICT in teaching and learning
The modules and units have been broken down into simple and understandable sub-units
They cut across the most important subjects which are experienced to be difficult to Tanzanian teachers
The way objectives and units are arranged are in a very good order and appropriate for the target audience
Topics, unit objectives, knowledge and activities of the module are appropriate to the secondary teachers in Tanzania and are well narrated and elaborated and can be implemented practically
It simplifies the teaching and learning of SME as well as reduce the digital divide among SME teachers
There is direct relationship among contents, objectives and activities, they are all appropriate to the learners
The topics are sequential and systematic
Teacher and Student Relevance
The modules, units and topics are relevant and appropriate to the targeted audience – because SME teachers need to have basic ICT skills which will help them to improve teaching and learning
The materials meet the needs of teachers and learners
The module arrangements and explanations are useful and reflects the targeted group
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Clarity of Objectives: Give reasons for choosing Yes or No above.
The modules focus on preparing a good teacher
They address the current issues needed to be covered by the teachers and students during teaching and learning and meet the needs of the project
The modules cover the portions which will bring positive changes to our teachers in applying ICT
The modules are perfect and user-friendly
General Content
The content given co- relates with project objectives and scope
The module objectives are achievable
Materials are for different levels of ICT teacher competency development
The objectives stated in modules are related with materials found in the modules
Direct, clear, simple, straight language used and adequate
Most of the topics are stated and explained in detail
Because they are appropriate to the learning material and required content x 2
It use simple language and terms which is familiar with teachers environments
Well understandable, easy to grasp and good flow in module content
The modules provide directions on what and where to do.
Specific Content
The open office is simple to use
Level of the learner intended and ICT basic skills layout will match correctly
Because the modules provide knowledge on ICT integration and focus on the specific knowledge required by teachers
The module is based on the Tanzanian context. The module has been prepared by the very personnel who know Secondary School needs. The module is logically set to begin with form ones who are still fresh minded.
The modules touch areas which are problematic to teachers
The modules are appropriate and clear because they involve the basic areas for their teaching, especially in English it will help the teacher to interact with various sources of materials for teaching.
The module covers all the necessary content which have to be facilitated by secondary teachers who will then put it into implementation to the learners
Introduces teachers to basic ICT literacy
Pedagogy
The topics are meant to help participants change their T/L methodologies and styles and hence improve.
The topics are meant to help emergent target apply technology in classroom
Resources
The module objectives are clear and there resources can be found in the Web.
The module is appropriate because the module have shown clearly the objectives and it has the resources(websites)for every topic or unit where needed to search for more understanding or clarification of the unit or topic
M&E
The module explores the whole process of M&E for the targeted audience.
The modules use all assessment criteria
There are enough instruments to enhance teaching and learning of SME.
The module products (lesson plans and notes, teaching and learning resources) can be evaluated easily based on the teachers observed performance with reference to the expected instructional objectives.
The Monitoring and Evaluation tool is logically arranged
Clarification of what is supposed to be done are provided in each instruments
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Clarity of Objectives: Give reasons for choosing Yes or No above.
Challenges
Objectives are not clear because they are based on theoretical mode
The modules are appropriate because ICT is problematic to most Tanzanian teachers.
The corrections made at Mpwapwa have been met
Some words are not well spelled correctly
The wizard is not clear presented on topic 4 pg. 98 in the resources also in unit one the objectives are not stated and the map on pg. 51 is too small.
Unit 1 topic 1 page 28 the specific objectives are not stated
2. Clarity: Accuracy - Is the information in the modules accurate?
Clarity: Accuracy of information: Give reasons for choosing Yes or No above.
Syllabus
Seriously it is accurate! The material matches with the syllabus
The modules provide appropriate information
The modules reflect the objectives and main goals of Education in Tanzania
Doesn’t deviate from our national curriculum in SME subjects because there are no ambiguities and confusions
The way I read this module especially in Physics the information is not only clear but also accurate the information is clearly set
Content
Content is understandable and very clear
The information is accurate
It is relevant to the requirements of the secondary school syllabi
The modules meet measures of all teacher competences and the student outcomes
Because the information is relevant and correlate to the present curriculum
The presentation of unit and explanations are very clear.
The fluency of the concepts are meaningful
Information has been reviewed and issues which were not clear were omitted
Enables learners to put abstract concept into reality
NOTHING IS AGAINST WHAT WE DISCUSSED AT MPWAPWA.
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Clarity: Accuracy of information: Give reasons for choosing Yes or No above.
Format
They are in the straight forward modality which enables teachers to understand easy.
The modules have enough examples and illustrations which support ones understand
Self-explanatory
Mainly the information is task oriented
Give us clear guidelines on what is to be taught and learned
The Topic, objectives, activities and the resources are relating to each other eg. page 5 &24 references of the information have been provided in reference module
For module two that I have passed through, the activities and the key resources are organized in orders this gives easier in reading and understanding the module
Needs
The modules meet the needs of the target learner
It has included important things that it will be useful on teaching the intended subjects by using ICT.
Errors
I didn’t see any defects
Free of error
Challenges
The modules have not many errors
We as human being are not exactly right, degrees of errors are unavoidable
The plan does not show the practical component! The objectives seem not to be realistic, because in three hours the objectives could be achieved as this component needs the participants to practice!
Most of the information provided in the module has accuracy however there are some areas which need modification in organization. For example Resource module on page 12. Key resource 2a; deals with Group Definition Template- Information.it does not provide the Definition on the same page, it direct a reader to go the other page (such as Key Resource Sheet 3a in order to get Definition of the word Information) this will bring some confusion to a reader. So it is better to give the definition on the same page.
Because the context will differ, thus the implementation will differ
Some of the words are not seen clearly, for example pages 5, 8, 10, 11,16,1923,25,26,46 etc. those words are interfered by symbol?
The word like "your turn" in activity 11 to 13 in resources does not show any meaning
There are no observed errors. Some information presented is very light to learners and creative may ask more questions.
Word format/typing e.g. in page 6,10,47 and 48 of M&E
It is a midway, may be, because of a time used for preparation.
Most of the information in the module are clear except some minor errors such as the use of TPCK instead of TPACK
Some have not being corrected like the phrase YOUR TURN but it is a minor case
IN PAGE 28 RESOURCE 2C. THE FONT STYLE USED IS NOT GOOD. THE WAY IMAGES AND WRITINGS ARE PRESENTED ARE NOT FRIENDLY TO THE EXPECTED USER
THE INFORMATION CAN NOT BE ACCURATE AS THERE ARE DIFFERENCES IN THE ENVIRONMENTS IN WHICH THEY ARE GOING TO BE USED AND THE PEOPLE WHICH ARE GOING TO USE THEM
There are mixtures of Open Source application and Windows Application. It is better to be focus. i.e. Open office writer Vs. word processor, use spreadsheet Vs. open office Calc., PowerPoint presentation Vs. impress so it is better to decide to use windows application because are the ones to be used in the project instead of open source for the case of application software.
There are some contradiction (see pg. 10) and also on pg. 52 some symbols used are not clear, need to be defined
Some lesson plan samples given in the resource module are of outdated style e.g. page 40
Page 9 writings in the picture are non-readable
No page numbers in page 1 to 4 in unit 1
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Clarity: Accuracy of information: Give reasons for choosing Yes or No above.
Confusion on how to link the topics and the resources (bad arrangement of the module)
Most of the concepts under each unit is accurate, however there are some minor correction to be made e.g. on pg. 60 before clicking on the save button, we must specify where the document should be saved, e.g. on desktop or my document
Spelling check needed in page 8, 9, and 59.
Rearrangement of subheading are required e.g. page 52 the instructions given there should be sub categorized in accordance to groups of the questionnaire items
Some pages are blank i.e. page 35 and 56
THERE A LOT OF TYPING ERRORS IN ALL PAGES
3. Relevance - Are the module content, objectives and activities aligned with the topics being
explored?
Relevance of module objectives: Give reasons for choosing Yes or No above.
Objectives alignment
Not only aligning with module content, objectives, and activities but also with the objectives of the curriculum
Content match the objectives
They support the learning and teaching to take place
They follows the given syllabuses
All are reflecting what mentioned as the specific objective to be attained, so are easy to be understood
There is a clear and direct correlation
They reflect the intended topics
Contents and objectives all going together with the needs of learners
IT FOLLOWS THE COMPETENCE SYLLABUS OF 2005
M&E
Content aligned with evaluation tools
The explanations and questionnaire for measuring teacher competency are clear.
The assessment criteria cut across all the topic
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Clarity: Accuracy of information: Give reasons for choosing Yes or No above.
Activities
Yes because activities revealed what the content talk about.
THEY ALIGN AS THEY SHOW HOW A TEACHER CAN INTERCEPT THE TPACK WHILE IMPLEMENTING THE SUBJECT CONTENT
It has the package that that covers the needs of the teachers for them to integrate ICT with the process of teaching and learning
As I was studying I have seen the correlation of ideas which align with objectives, activities and contents
Connectivity can be seen
YES THE MODULE EXPLAIN THE NEED OF EXPIREANCE AND SKILL TO BE DEVELOPED TO THE SECONDARY TEACHERS
They are suit to develop their technological, pedagogical and content knowledge
it is relevant to our syllabus objective e.g. creating animation
Format
The instructions or some explanations have been given under each section. This has assisted to link the content, objectives and activities
Since the way the module is arranged makes no confusion from the first topic to the next topic.
Challenges
not sure
Yes because most of the explanation given in the module aligned with the topics but need some improvement. For instance the way to prepare lesson plan miss some aspects such as Reference, Specific objectives, Main objectives
References or resources are very far with content, objectives and activities
The coverage is too wide enough to fit required content
The module hasn't shown how to draw different graphs using data from the spread sheet pg. 55. Also the important feature of moving with the headings of the data when there is a lot of data down the spreadsheet where the headings can’t be seen has not been illustrated.
There is no difference between specific objectives and general objectives and to some sub- topics the objectives are not stated eg.in Unit 1. sub-topic 1.1
page 54 there no activity 1 and 3 which are present in the main document (topics module)
M & E framework is not having module topics to be explored
4. Relevance: Engaging content - Is the content and examples interesting, enjoyable, clearly presented
and relevant to SME teachers in Tanzania?
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Engaging content: Give reasons for choosing Yes or No above.
Participatory
Materials are participatory
Are more interactive
yes because most of the activities given are in groups this makes teachers to participate fully to the given tasks
Relevance
Relevance to our context and clearly presented
Reflect the needed skill/ knowledge
Meets the contents of our subjects
New pedagogy
They motivate teachers to learn more ways of using computers in facilitating T&L process as it portray itself, the use of examples and engagement to various activities will bring coherent understanding.
They encourage a learner to extract more on his/her own
The content and examples are learner centered
The activities are constructivist
The content and examples encourage critical thinking for the student
Examples directs the teachers and simplify the whole process of learning to teacher's as remembered some of teachers as not familiar with the computer application
Technology
BECAUSE THEY HAVE INTEGRATED TECHNOLOGY
Competency
THE EXAMPLES AND TASK USED MATCH THE LEVEL OF TEACHERS KNOWLEDGE
THE CONTENT INDICATE ACTIVITIES THAT CAN DEVELOP SKILLS AND COMPITENCES TO TEACHERS IN SME SUBJECT
Because will enable them to become great experts in using ICT knowledge and skills in their teaching as well as developing critical thinking capabilities.
HELPS TEACHERS TO ENGAGE /USE TECHNOLOGY/COMPUTERS IN THEIR TEACHING AS TEACHING AIDS, HENCE SIMPLIFIES WORK AND MAKES THEIR STUDENTS TO UNDERSTAND THEM EASILY
Authentic
Most are reflecting real teaching and learning environment of our schools in Tanzania, so will be easy to understand
DESIGNED ACCORDING TO THE LOCAL ENVIRONMENTS
Relevant to SME teachers in Tanzania, examples are clear and go with content that is why not only is interesting but also is engaging
THEY ARE RELEVANT AS THEY SHOW HOW THE TEACHER CAN USE NOT ONLY THE GIVEN ALTERNATIVES BUT ALSO BEING CREATIVE ACCORDING TO THE CONTEXT WHICH THE TEACHER IS IN
Motivation
Examples and form of presentation are engaging
Active selected examples are very exciting, attracts attention of learners, is sytematically organized, and suits the SME teachers in Tanzania
Action oriented
Most of reflection and discussion aiming to enable learners to focus on the topics and knowledge provided which will be used in classroom contents!
They are task based and engaging
Yes as one attempt the examples actually it will lead him/her to the understanding of the content. Because the module content, examples interesting and engaging to SME teachers in Tanzania
Facilitation
Suggested strategies for facilitation are interactive and client centered
Most of the practical’s contribute in the specific learning of a concept
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Challenges
Not enough examples subject wise
The tools (i.e. evaluation tools) are too authoritative, one is being examined/asked by the authority to deliver what has been presented or required to do.
5. Relevance: Promotion of Learning - Do the instructional activities promote learning – learning
that teachers can apply in their classroom practice?
Relevance – Promoting learning: Give reasons for choosing Yes or No above.
Interactive Learning
Materials and activity promote learning
Because they promote interactions of the learners to the materials
Because most are activity based learning which need teachers to practice and applying them in their teaching and learning activities
They motivate learners to be interactive
the instructional materials are interactive, and are student (in this case) teachers centered,
The exciting step by step flow of ideas surely will promote learning and smoothen the teaching practice in classroom
Self-directed learning
Learner find themselves in need of learning more
Socially constructed learning
since the activities require teachers to participate in groups then they can use the same methodology to impart it to the students of Tanzania today as it is argued that a learner learn better in groups rather than as an individual
BECAUSE IT PROVIDE ROOM DISCUSSION
this is because much of the activities are in groups that promotes teachers curiosity and creativity that he or she can use it his or her classroom practice
Authentic learning applicable and meaningful
Competency-based learning
As one do the activities will promote compentence, He or she have confidence to apply during class session.
Applied learning
Not only promote learning but also can be applied in the classroom practice
One has to demonstrate practically what has been discussed/presented.
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Relevance – Promoting learning: Give reasons for choosing Yes or No above.
Learning with and through ICT
The use of ICT in teaching will attract students to learn because their will see the reality. e.g. animation of blood system
Situational Learning
THEY ARE ENVIRONMENTALLY FRIENDLY. CAN BE MANIPULATED TO SUIT REQUIRED CONDITIONS.
Deep learning and Reflective Practice
they can help self-learning and reflection
they are for deep learning-meaningful
hands on, minds on
Most of the activities are reflective type of questions, which promote curiosity and make a teacher think critically on the issues related to SME
SINCE THEY ENCOURAGE TEACHERS TO LEARN MORE ON HOW TO USE TECHNOLOGY, PEDAGOGICAL AND CONTENT KNOWLEDGE IN THEIR CLASSROOM PRACTICE.
Problem-based learning
PROMOTE INQUARY MIND TO THE TEACHERS
IF THE TEACHERS WILL BE ABLE TO SELECT THE RIGHT METHOD FOR THE SUBJECT CONTENT THEY ARE PRESENTING THE ACTIVITIES ARE PROMOTIVE
Challenges
but if extra time is used
Yes it needs one to commit to practice more.
No learners activities
Time is need for more instruction and practice
Yes if and only if the classrooms are well equipped with facilities like strong internet connections, stable electric power and the like.
INFRASTRUCTURE IS A BIG BPROBLELM
IT IS TOO PRACTICAL
THE instructional activities only indicate what to do , but in this project teaching by using ICT should be more practical together with availability of equipment
They will depend on tutor capacity to facilitate the learning
THE INSTRUCTIONAL ACTIVITIES MAY BE NOT APPLICABLE TO A CERTAIN CONTEXT AND CIRCUMSTANCE SO A TEACHER HAS TO BE CREATIVE
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6. Scope: Coverage & understanding- Is the content complete and does it reflect the latest
understanding of the topics?
Scope – Coverage & Understanding: Give reasons for choosing Yes or No above.
Syllabus focused
Most topics are aligning along the syllabuses so they gives clear picture of reflection to the topic
Content is complete and reflects the understanding of the topics
Student focused
Most of the topics will be enriched with the student’s contribution from their discovering through passing on various readings.
Resources provided aiming to enable learners to reflect what they knew compared to current provided knowledge.
Teacher focused
COVER ALL AREA OF DIFFICULTIES
Reflective
On preparation, we tried our level best to cover all necessary needs of the content, some practices provided as evaluation in between the lesson and at the end plays are role of reflecting topics understanding
because the module cover teachers needs in all levels
Literature focused
it reflect in the sense that what is being talked in the content has the correction with the Topic addressed
the manner the trend of material arranged
THE CONTENT REFLECTS THE LATEST UNDERSTANDING AS IT SHOWS THE TPACK AND HOW TO SHIFT FROM CONSTRUCTIVIST APPROACH
Technology Focused
IT ENCOURAGE THE USE OF NEW TECHNOLOGY IN TEACHING IN OUR COUNTRY WHICH WILL HELP STUDENTS TO UNDERSTAND THE TOPICS WELL
M&E Focused
It is easy to monitor and evaluate
No topics in the M & E framework however participants will be assessed and assess themselves as well as assessing the project as the tools are well prepared
Context Focused
MODULE PROVIDES REFLECTIVE LEARNING TO ANY USER. IT IS OPEN FOR USE IN VARIOUS SITUATIONS
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Scope – Coverage & Understanding: Give reasons for choosing Yes or No above.
It can be easily manipulated to suit any required condition for the understanding of topics. .
Challenges
IT IS BECAUSE THERE ARE SOME AREAS IN THE MODULE FOR MY VIEW ARE IRRELEVANT TO THE TARGET GROUP WE ARE GOING TO MEET WITH.
In activity one on hard topic the topic from diploma syllabus (Mathematics) are included, why?
this is the first level- that of acquiring ICT skills, later more emphasis should be on specific math content
Not complete by itself for needs and dispositions change over time
7. Scope – coverage: Do the assignment and activities reflect the skills required of a future professional o A Tanzania teacher’s knowledge of basic ICT skills (module 1)?
o A Tanzania teacher’s capacity to apply ICT in Science, Mathematics and English teaching and learning (module 2)?
Scope – Future Professional Skills: Give reasons for choosing Yes or No above.
Basic Skills
Equip teachers with basic ICT skills
THIS IS BECAUSE MOST OF TANZANIAN TEACHERS LACK ICT BASIC SKILLS SO IT REFLECT THE SKILL REQUIRED
Advanced Skills
through in depth assessment of the project as directed by the M & E Framework, the assignment and activities in the modules will yield a competent teacher in TPACK
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Scope – Future Professional Skills: Give reasons for choosing Yes or No above.
Technology skills
ICT is the latest source of material for knowledge enrichment, so assignments and activities are good because are providing practical use of the learn t materials
In these years computer is most essential technology which insisted to be used in various institutions
Professional Skills
KNOWLEDGE FROM BOTH MODULES ARE APPLICABLE IN OUR DAILY LIVES OF TEACHING, LEARNING OF STUDENTS IN THE CLASS AND CAN IMPROVE BOTH PEDAGOGICAL AND ACADEMIC KNOWLEDGE OF TARGETED TEACHERS AND TUTORS
The use of power point and the integration of the subjects will play a big role enhancing ICT in their daily life of working
For the teacher to be successful in class he/she has to keep her/himself well informed throughout that is more will be devoted for effective preparations and reading, also looking for more information in the internet, interlinking, and animation connectivity. By so doing, teachers will it very difficult to teach without ICT in SME, If this Project will materialize, teaching without ICT support for our teachers will be left completely, the signs that teachers of other subjects are eagerly admiring at this plan, some schools are planning to buy their own ICT facilities so as to run the program parallel to the selected schools by the experts prepared by ICT-SME plan
If the assignments and activities are well monitored and done seriously they can serve both capacity building and profession development
Future application
Skills provided can be applied in future
This will impart the ICT skills as well as reduce the digital divide in our society
ASSIGNMENTS AND ACTIVITIES REFLECT THE SKILLS FOR THE FUTURE AS ALSO WILL DEPEND ON A TEACHERS PRIOR KNOWLEDGE AND THE SKILLS WHICH HE/SHE HAS AND THE COMPETENCE IN THE SUBJECT
It reduces the technophobia for the teacher's to use ICT facilities and promote future professional development
Environmental application
knowledge provided and skill can be applied in Tanzania environment
Practice-based application
BUILDS PERMANENT MEMORY THROUGH PACTICE AND PRACTICALS THAT ARE OBSERVABLE
Challenges More assignments and activities are needed
8. Scope – Something missing
Scope – Is there anything missing?
Nothing missing
No
nothing
It is satisfactory
Nothing missing at this time, but we hope to much from teachers experience which will reflect learning on the SME ICT
Nothing missing, most will be contributed by the teachers while they familiarizing with the uses of ICT in teaching.
Not yet discovered.
Challenges
The TPACK model is still a problem. An important domain is missing if we stick in this incomplete
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Scope – Is there anything missing?
model, this domain is Context, and this model excludes this important domain. It has to be reviewed.
TECHINICAL SKILLS
The competences could be listed to make them uniform
The reference materials were not enough
WHAT I WANT TO ADD IS THAT, STILL WE SHOULD SEPARATE RSOURCES AND MODULES SO THAR IT WILL BE EASY TO HANDLE ONE AND EVEN TO PRODUCE HARD COPY.
WE COULD USE THOSE HARD COPIES IN-ABSENCE OF SOURCES OF ENERGY.
I STILL INSIST THAT IT IS VITAL FOR TUTORS TO HAVE LAPTOPS FOR THE BETTERMENT AND SIMPLIFICATION OF THE PROJECT.ALSO I STILL SEE OPEN OFFICE BEING UNFRIENDLY APPLICATION FOR THE PROJECT,IT HAS A LOT OF AMBIGUITY WHICH NEEDS ENOUGH TIME TO LEARN THEM.
more specific math content
to download picture interactive videos and animation
WHAT I CAN FIND MISSES IS THE SERIOUS AND CLOSE CHECK-UP ON HOW THE PROJECT PROGRESSES AND AN IMMEDIATE FEEDBACK
Some of the exercises are there already but for the rest, the facilitator will have to develop.....however, if there are some other missing things it will be better realized during T/L process
The basic skills for producing Multimedia is very important to be included in the topic to enhance the production and proper use of video and Audio
9. Facilitation – Does the module provide clear facilitation guidelines
a. General facilitation guidelines? OR
b. specific guidelines in the module content
Training Support
Module 1 Module 2 M&E Creating animation how better to integrate ICT in
teaching and learning example how to prepare an impressive power point that can even arouse curiosity among learners during teaching
Are the same questions shown in level 1 of M&E will be used in all days of the workshop or there will be a varying of question because I am afraid if they remain the same they can become monotonous to participants
digital content development - programs used and how to use them to develop the digital content
the uses of e-diary before and after the activities of module without consuming a lot of time of facilitation
designing animations, video clips and image technology
the uses of e-diary before and after the activities of module without consuming a lot of time of facilitation
operating system and other application software’s
Topic 8 Exploring free and open software (especially in downloading educational materials).Topic 9 sharing experiences on using internet and WWW in SME in teaching and learning.
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Training Support
Module 1 Module 2 M&E Spread sheet I NEED MORE TRAINING ON
TOPIC 7 EXPLORING CD-ROMS IN M& S
COMPUTER PROGRAMING SWITCHING BETWEEN APPLICATIONS
TPACK TEACHER SELF ASSESSMENT
EXCEL PROGRAM TECHNOLOGICAL, CONTENT AND PEDAGOGICAL KNOWLEGDE
How to make e-content Pedagogical Skills
Internet E-Diary Reflection How to download video and animation from internet.
TPACK skills
PowerPoint presentation with uploading electronic materials.
Perfect – use the module during training
ICT in SME curriculum-planning technology use
Participation of Everyone (as we tutors and teachers), they should work hard.
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Appendix VI - Evaluations
Day 1
0
2
4
6
8
10
12
14
16
18
20
Poor Fair Good Very Good Excellent
Objectives
Topic coverage
content
support materials
methodology
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Direct feedback - Learning points
• The whole process was ok especially the challenges on how to use ICT in secondary schools in Tanzania
• E-content and education objectives • Criteria for assessing content • Guidelines (2) • Importance of ICT in teaching and learning SME (4) • Opening of the workshop • TPACK (4), ADDIE, Structure of the project • Digital learning resources • Content can be the same in some subject but can be adapter to fit the context • Awareness of the project (2) • Process of developing DLR (2)
Direct Feedback - Emerging areas • DLR is a new area (1) • E-content evaluation criteria • Alignment of the e-resources to syllabus/curriculum • Graphics, six, color • Security of ICTs equipment • Incentive and motivation
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Day 2
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Direct – feedback learning • Content Evaluation tool (16 • Evaluation and digital resources discussed • More clarification required • Fast learners to work with slow learners • Teachers-facilitator interaction is much preferred • Time (4) – All of us should be serious about time • Add more time for discussion and evaluation • Explain the technical terms used – e.g. bookmark (2 • Compatibility of software • Voice problem • Equipment trails beforehand • More clarification of group work • All the groups to present