Impact of digital content on mathematics teachers’ pedagogical change: experiences from retooling of secondary school mathematics teachers in Tanzania
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Date
2020
Authors
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Journal ISSN
Volume Title
Publisher
University of Dar es Salaam Journals
Abstract
This study assessed the ability of retooling digital contents to assist Mathematics teachers to handle the contents which were difficult and examined whether teachers had improved their pedagogical content knowledge. The Kirkpatrick and Kirkpatrick (2009) evaluation model was used to determine the impact of the digitized contents on teachers. Students and teachers were approached for interviews, classroom observations, and focus group discussions. Data analysis revealed that the retooling of multimedia content had an impact on raising the interest and motivation to teachers’ teaching and students’ learning. The study concludes that retooling contents assisted teachers to acquire adequate pedagogical content knowledge of teaching difficult Mathematics contents. The study recommends that retooling training be extended to all Mathematics teachers in the country
Description
Abstract. Full text available at http://www.journals.udsm.ac.tz/index.php/ped/article/view/4340
Keywords
Courseware, Multimedia, Mathematics teachers, Pedagogy, Pedagogical change, Secondary school, Tanzania, Mathematics
Citation
William, F., & Kitta, S. (2021). Impact of digital content on mathematics teachers’ pedagogical change: experiences from retooling of secondary school mathematics teachers in Tanzania. Papers in Education and Development, 38(2).