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Douglas Agyei
Douglas Agyei

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Education
1 of 18
Developing Technological Pedagogical Content Knowledge through Teacher Design Teams: The Case of pre-service Mathematics teachers in Ghana SITE 2010, SAN DIEGO ,[object Object]
Introduction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Context (1): Feasibility of technology use in Ghanaian classrooms ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Context (2) TPCK(TPACK)- Interconnection / intersection of content, pedagogy and technology (Mishra & Koehler,2006) ,[object Object],[object Object],[object Object],[object Object]
The Context (3) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Professional Development for Mathematics Pre- Service Teachers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Overview of professional support activities
 
Challenge of the study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Self-Efficacy/Outcome Expectancy 5pt Likert scale: SA-SD ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Increasing developmental TPCK levels - Stages of Adoption ( SOA) ,[object Object]
Results (1): Growth in TPCK
Results (2): Student Experiences
Results (3): Teachers’Experiences ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Results (4): Teachers’Experiences with TDT’s ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Results (5):Experiences with Exempalary materials ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What we learned... ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusions & Further study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Slide for Presentation

Editor's Notes

  1. Although much has been said over the benefits of cummunites, and benefites of cummunities that concentrate on student learning, there is little writing on: Collaboration in curriculum design in general collaboration of teachers in curriculum development -->So we wanted to explore what teachers do (we had the context) and what helps them In this study  focus on the curriculum development process