The professional development approach that was used was the Teacher Design Teams (TDT). The design team (two teams) consisted of four pre-service mathematics teachers from the department of science and mathematics education programme at University of Cape Coast (UCC), with extra help and support from different external tools such as workshops and two different kind of support system, human support (the researcher) and exemplary materials. Findings of this stage are reported in the paper: Developing Technological Pedagogical and Content Knowledge through Teacher Design Teams: The Case of Mathematics Teachers in Ghana. (see the abstract below)
Abstract: Although many studies have shown the need to better align teachers’ preparation in the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technology pedagogical and content knowledge (TPACK).This paper presents a case study of four mathematics prospective teachers at the University of Cape Coast, Ghana. The teachers worked in two design teams to develop lessons and subsequently taught in a technology-based environment for the first time. To make them familiar with technology use in mathematics teaching the teachers first discussed and used exemplary lesson materials, which were prepared by the researcher. Based on this experience the teachers designed their own technology-based lessons, which they taught to a group of teachers. Interview, observation, and survey data were collected throughout the study. The study revealed key attributes of a professional development scenario to foster growth of teachers in TPACK.
Knowing how to use technology is not the same as knowing how to teach with technology- Mishra and Koehler (2006).