1. Berhanu Abera(PhD) Addis Ababa University Lisbon, Portugal July 2012
Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education
Berhanu Abera(PhD)
Addis Ababa University
Lisbon, Portugal
July 2012

2. Content Introduction The Problem The Objective Research Methodology
Results
Implications
Considerations for Future Research

3. Introduction
There are clearly many knowledge systems that are fundamental to teaching.
Historically teacher education has been focused on the content knowledge (Veal and MaKinster, 1999; Jimoyiannis, 2010).
By the mid-1980s, the emphasis of teacher training had swung almost completely toward pedagogy(Shulman, 1986).
Scholars also proposed the integration of content and pedagogical knowledge in teacher training.

4. Introduction
After the use of instructional technologies in the teaching-learning process, scholar projected knowledge of technology (technological knowledge).
The advocators of such type of thought claim that new technologies have changed the nature of the classroom or have the potential to do so.
It is upon this logic that the relatively new framework of technological pedagogical content knowledge (TPACK) is built, adding the new component of technology to the mix (Mishra and Koehler, 2006; Cox, 2008; Schmidt et al, 2009).

5. Pedagogical Knowledge
Introduction
Content Knowledge
Pedagogical Knowledge

6. Pedagogical Knowledge
Introduction
Content Knowledge
Pedagogical Knowledge
PCK

7. Technological Knowledge
Introduction
Technological Knowledge

8. it is an amalgamation of technological pedagogical content knowledge of any technological based instruction
complex interrelationship b/n a teacher’s technology use, instructional methods, and understanding of the subject matter
Introduction
TK stands for one’s ability to use or manipulate instructional technologies for instructional purposes.
how technology may be used to provide new ways of teaching content.
the knowledge about various technologies, ranging from low-tech technologies such as pencil and paper to digital technologies such as the Internet, digital video, interactive whiteboards, and software programs
knowledge of pedagogical strategies and the ability to apply those strategies for use of technologies
The components of the TPACK framework (taken from
CK refers to a person’s understanding of the concepts related to a specific academic discipline
includes knowledge about techniques or methods to be employed in the classroom
denotes knowing how teaching might change as the result of using particular technologies
knowledge about actual subject matter that is to be learned or taught
the ability to creatively use available technology tools in a pedagogical context
deals with the teaching process which combines pedagogy and content effectively

9. The Problem
In Ethiopia, an Education and Training Policy was put in place in April 1994 to achieve the national economic and social development goals of the country (TGE, 1994)
In line with the policy, Education Sector Development Programs (ESDP I, II, III & IV) were launched.
Specifically, ESDP III and ESDP IV (the Ethiopian national action plans on education), emphasize the integration of ICT infrastructures to support the country’s education system with ICT.

10. The Problem
This involves installation of satellite receiving devices known as Plasma Display Panels (PDPs) in every classroom at secondary level, providing personal computers to schools to set-up internet laboratories, organizing training for teachers, digitization of existing video-based educational contents for web access and eventually facilitating community access to ICT.
In view of this, the process has started to make use of the School Net service for secondary schools since September 2004(MoE, 2005).

11. How the program is organized?
Intel-sat CR
Up Link
Down Link
Receivers
(Co-ship)
Receiving Earth Station (Outdoor Unit)
Transmitting Earth Station (Outdoor Unit)
Schl.
CEICT
Satellite dish
Server

12. The Problem
This is to mean that new initiatives have been in place to improve the ‘quality’ of secondary education by using ICT.
However, the application of TPACK framework in the country’s teacher education has been limited.
This may be due to the fact that the framework has not yet well known in the country or the theoretical realm may not be clear since it has largely entertained and assimilated with the advocator of the term.

13. The Problem
From experience, specifically, the researcher understood that there are problems of practicing the technology based secondary education properly even though efforts have been made to expand the program throughout the country.
To fill this gap, the need for research to look into the application of TPACK in Ethiopian teacher education generally and English language education particularly is, therefore, important as no research has been done so far.

14. The Problem
In doing so, the investigation attempts to answer the following basic research questions:
What was the Ethiopian English language teacher education program like?
What is the coverage of TPACK framework in the teacher education program?
To what extent are secondary English language teachers aware of the framework?
To what extent is TPACK framework applied in the instructional technology based secondary education?

15. The Objective
The main objective of this study is to highlight the application of TPACK in Ethiopian English teacher education program by looking into the existing literatures and by analyzing English teachers’ knowledge and application of the framework in their plasma–channeled lessons.

16. Research Methodology
Literature works on Ethiopian teacher education in general and English language teacher education in particular was reviewed.
Besides, documents (secondary school English language teacher preparation syllabi; TESO and ‘Add-on’ documents ; ICT4E policies) were assessed.
Moreover, a structured questionnaire was distributed to 30 experienced English language teachers who have taught English via the plasma-channeled instruction , an interview was conducted, and 10 plasma-channeled lessons were observed in order to look into the application of TPACK.

17. Results
As far as literature and research works in Ethiopian teacher education and the syllabi reviewed are concerned, content knowledge as well as pedagogical knowledge was given due attention.
The respondents’ reactions also share this. That is, the respondents indicated that they have fundamental knowledge of content and pedagogy.

18. Results
Even though new initiatives have been made using ICT for education and these technologies have changed the nature of the classroom, the teacher education programs in Ethiopia gave less emphasis on technological pedagogical content knowledge.
The TPACK knowledge of classroom teachers who taught English using a widely used instructional technology (plasma TV) was found to be minimal.

19. Results
The classroom observations, similarly, confirmed that teachers have applied their pedagogical content knowledge while teaching English language through the televised instruction like the conventional instruction. They seldom observed applying their TPACK.
That is, classroom English language teachers’ ability of teaching lessons that combine English language contents, the plasma-based instruction and teaching approaches appropriately was low.

20. Implications
The idea of TPACK has significant implications for teacher education programs.
As there is something special and different about teaching with technology than without technology, it is necessary to educate the would-be teachers the connections between technology, content and pedagogy. In preparing teachers for secondary schools of Ethiopia, a complete approach be focused on the integration of these three components of knowledge.

21. Implications
The TPACK framework can guide the design of courses concerned with technology integration as a part of the new English teacher education programs.
It is true that how the plasma-based instruction is used to help students to learn English language is different from how the medium is used to help students to learn other subjects. This implies that the TPACK framework has to be applied and included in the subject area methodology courses of the would-be secondary school English teachers.

22. Considerations for Future Research
Though it is believed that this study has helped to clarify the TPACK framework and served as a bridge between Ethiopian teacher education programs by introducing the framework, there are remain areas that are yet unexplored or not fully understood.
That is, it would be extraordinarily important that future studies should investigate TPACK with a particular focus on pre-service teachers in-depth.

23. Considerations for Future Research
What is more, since this study only be focused on a single technological tool (plasma TV instruction), further studies should be conducted to investigate TPACK in contexts where there is a wide variety of technological tools available for teaching.
Further studies can also be carried out to investigate the TPACK framework in relation to other subject areas.

24. Thank you for listening!
Discussions

25. CONFERENCE THEME Passion, Commitment and Justice in Education
INTERNATIONAL NETWORK OF PHILOSOPHERS OF EDUCATION (INPE)
13th BIENNIAL CONFERENCE
Addis Ababa University, Addis Ababa, Ethiopia, August 15-18, 2012
CONFERENCE THEME
Passion, Commitment and Justice in Education