Search results for author:"Ayoub Kafyulilo"
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Ayoub Kafyulilo
Dar es salaam University College of Education
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Factors Affecting Teachers' Continuation of Technology Use in Teaching
Ayoub Kafyulilo; Petra Fisser; Joke Voogt
Education and Information Technologies Vol. 21, No. 6 (2016) pp. 1535–1554
This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to...
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Teacher Design in Teams as a Professional Development Arrangement for Developing Technology Integration Knowledge and Skills of Science Teachers in Tanzania
Ayoub Kafyulilo; Petra Fisser; Joke Voogt
Education and Information Technologies Vol. 21, No. 2 (2016) pp. 301–318
This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in...
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ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge
Ayoub Kafyulilo; Petra Fisser; Jules Pieters; Joke Voogt
Australasian Journal of Educational Technology Vol. 31, No. 4 (Nov 01, 2015)
Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study...
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Supporting Teachers Learning through the Collaborative Design of Technology-Enhanced Science Lessons
Ayoub C. Kafyulilo; Petra Fisser; Joke Voogt
Journal of Science Teacher Education Vol. 26, No. 8 (2015) pp. 673–694
This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in "Teaching and Teacher Education," 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a ...
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Teachers' Perspectives on Their Use of ICT in Teaching and Learning: A Case Study
Ayoub Kafyulilo; Jared Keengwe
Education and Information Technologies Vol. 19, No. 4 (December 2014) pp. 913–923
This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and...
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Determinants of the sustainability of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills
Ayoub Kafyulilo; Petra Fisser; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2130–2136
Teacher design team was introduced to in-service science teachers in Tanzania between 2011 and 2012 as a professional development arrangement for developing technology integration knowledge and skills. This study was conducted to investigate the...
Topics: New Possibilities with Information Technologies, Information Technology Education, Information Technology Diffusion/Integration
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Access, Use and Perceptions of Teachers and Students towards Mobile Phones as a Tool for Teaching and Learning in Tanzania
Ayoub Kafyulilo
Education and Information Technologies Vol. 19, No. 1 (March 2014) pp. 115–127
This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar...
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TPACK development in teacher design teams: assessing the teachers’ perceived and observed knowledge
Ayoub Kafyulilo; Petra Fisser; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4698–4703
In this study, teacher design teams were adopted as a professional development approach to develop Technological Pedagogical Content Knowledge (TPACK) among science teachers at Kibasila secondary school in Tanzania. Twelve science teachers...
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Supporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzania
Ayoub Kafyulilo; Petra Fisser; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4692–4697
This study assessed the effect of support on the teachers’ collaboration in design teams and development of Technological Pedagogical Content Knowledge (TPACK). The study was carried out in two secondary schools in Tanzania: Chang’ombe and Jitegemee ...
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Measuring TPACK: Part 2
Joke Voogt; Punya Mishra; Ann Thompson; Denise Crawford; Wei Wang; Dale Niederhauser; Petra Fisser; Jo Tondeur; Johan van Braak; Ayoub Kafyulilo; Douglas Agyei
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2484–2487
Abstract: This symposium discusses several ways in which (pre-service) teachers’ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the...
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Transforming Classroom Practices through Teachers’ Learning of TPACK: The Case of In-service Teachers at Kibasila Secondary School in Tanzania
Ayoub Kafyulilo; Petra Fisser; Joke Voogt
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2861–2869
This study investigated the extent to which teachers’ learning of Technological Pedagogical Content Knowledge (TPACK) has an impact on their technology use and classroom practices. The study involved 12 in-service teachers and 40 students from...
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Developing TPACK around the world: Probing the framework even as we apply it
Petra Fisser; Joke Voogt; Douglas Agyei; Ayoub Kafyulilo; Ghaida Alayyar; Denise Schmidt-Crawford; Ann Thompson; David Gibson; Gerald Knezek; Jo Tondeur
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1129–1131
Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008)...