ICT Integration in Science and Mathematics Lessons: Teachers Experiences about Professional Development Programme

Abstract

The study reported in this paper used Guskey’s model (Guskey, 2000) to systematically investigate teachers’ experiences about the professional development programme on ICT integration in teaching and learning of Science and Mathematics in secondary schools. The study employed survey research design and an Open-ended Questionnaire was used to gather qualitative data from 63 secondary school teachers in four regional centres (i.e. Dar es Salaam, 13, Mwanza, 16, Singida, 19 and Shinyanga, 15), drawn using purposive sampling technique. Analysis of the data using Data Reduction Technique revealed that 95.2% of the participants had positive experience with the professional development programme. They reported that, the professional development programme made them acquire technological and technological-pedagogical knowledge. However, there was no evidence that teachers learned subject matter content from the programme. Furthermore, teachers appreciated the different kinds of support that they received during / the programme and were optimistic that they will use ICT to improve their teaching and learning of Science and Mathematics in secondary schools. Relevant recommendations for action and further research are suggested based on the findings of the study.

Keywords: ICT in Education, ICT Integration, Science, Mathematics and Professional Development Programme.