Transforming Teaching Practices: The Impact of ICT-Infused Professional Development Workshops - A Case Study

Authors

  • Moleboheng Ramulumo Department of Science and Technology Education, University of South Africa, South Africa
  • Gabriel Mphuthi Department of Mathematics Education, University of South Africa, South Africa
  • Rankweteke Puleng Department of Mathematics Education, University of South Africa, South Africa
  • Ernest Mazibe Department of Science and Technology Education, University of South Africa, South Africa
  • Fulufhelo Mukhati Department of Curriculum Studies, University of South Africa, South Africa

DOI:

https://doi.org/10.33830/ijrse.v6i1.1666

Keywords:

Information and Communication Technology, Teacher Professional Development Workshops, Teaching Practices, Learning Experiences, Technological Pedagogical Content Knowledge

Abstract

This study examines the effectiveness of Information and Communication Technology (ICT)-infused Teacher Professional Development (TPD) workshops in enhancing teaching practices and learning experiences within the Technological Pedagogical Content Knowledge (TPACK) framework. A qualitative research design was adopted to capture the experiences of a single teacher participant involved in these workshops. Findings from thematic analyses of interviews and observational data indicate that the workshops significantly improved teaching practices by aligning them with Bloom’s taxonomy and effectively addressing diverse student needs. However, the study revealed a lack of significant change in retention of electricity formulae among students, suggesting the need for varied instructional strategies. The study recommends broader incorporation of diverse teaching methodologies to meet evolving educational demands and to enhance effectiveness in STEM education. Despite its insights, the research calls for further investigation with a larger sample to better understand the widespread impact of ICT-infused TPD workshops across different educational settings.

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Published

2024-05-05

How to Cite

Ramulumo, M., Mphuthi, G., Puleng, R., Mazibe, E., & Mukhati, F. (2024). Transforming Teaching Practices: The Impact of ICT-Infused Professional Development Workshops - A Case Study. International Journal of Research in STEM Education, 6(1), 76–84. https://doi.org/10.33830/ijrse.v6i1.1666

Issue

Vol. 6 No. 1 (2024): May Issue

Section

Research Articles

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Copyright (c) 2024 Moleboheng Ramulumo, Gabriel Mphuthi, Rankweteke Puleng, Ernest Mazibe, Fulufhelo Mukhati

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