Abstract:
Although many studies have shown the need to pay attention to teachers’ preparation
for the integration of technology in classroom practice, most teachers in Ghana have
not had any preparation that develops their technological pedagogical content
knowledge (TPCK).This paper presents a case study of four pre-service mathematics
teachers from the University of Cape Coast, Ghana, who worked in two design teams
to develop lessons, and subsequently taught in a technology-based environment for
the first time. It was evident from the findings that more systematic efforts are needed
to engage pre-service teachers in technology-rich design activities, to develop their
TPCK adequately. The study also showed the potential of TPCK as a new frame for
developing pre-service teachers’ experiences in technology integration within initial
teacher education, particularly in Sub-Saharan African countries.
