Abstract:
This article explored the impact of strategies applied in a mathematics instructional
technology course for developing technology integration competencies, in
particular in the use of spreadsheets, in pre-service teachers. In this respect, 104
pre-service mathematics teachers from a teacher training programme in Ghana
enrolled in the mathematics instructional technology course for one semester.
Strategies applied in designing the course were: aligning theory and practice,
collaborative design, learning technology by design, modelling how to use technology
and scaffolding authentic technology experiences. The pre-service teachers’
technology integration competencies were assessed through analysis of
lesson plans and lesson observations, their self-reported technological pedagogical
content knowledge and attitudes towards technology. Findings show that
pre-service teachers’ technology integration competencies improved after participation
in the course. All strategies were considered important, but in particular,
scaffolding authentic technology experiences including feedback from teaching
try-outs made significant contributions to the pre-service teachers’ developed
technology integration competencies. The study provides guidelines that can
serve as a benchmark for implementing strategies in the design of a
subject-specific teacher education programme in preparing pre-service teachers
to integrate technology in teaching.
