Teacher Profession Development on Technology Integration Using the Mastery of Active and Shared Learning for Techno-Pedagogy (MASLEPT) Model

Abstract

As various learning technologies increasingly become available in schools, teachers are not using them for instructional purposes. Many studies have indicated that one of the reasons for which teachers do not use the tools is because they have not been effectively trained. The purpose of this study was to experiment the use of the MASLEPT school-based professional development model in updating primary school teachers’ knowledge of technology, pedagogy and content (TPACK). The study employed a single group pre-training and post-training quasi-experimental design methodology in the collection of quantitative data from 52 teacher-participants from four separate schools located in the same campus. The data were meant to evaluate their TPACK after 10 weeks of professional development programme. The results indicated teacher-participants who took part in the experiment demonstrate a significant improvement in their TPACK. To test whether improvement had any statistical significant difference, the mean of the pre-training and post-training results were compared using the t-test. The findings indicated that p = 0.005 < 0.05. It was therefore concluded that there was a statistically significant difference between the scores. Therefore teacher-participants’ TAPCK improved as a result of their participation in the professional development programme. This finding was further triangulated by comparing the scores of the lesson notes produced by the teacher-participants with the post-training scores. It was found that the scores of each construct of the lesson notes were better than the post-training scores. This led to the recommendation that the MASLEPT school-based model be adopted for teacher professional development on technology integration in instructional processes.