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


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.

Share and Cite:

Ndongfack, M. (2015) Teacher Profession Development on Technology Integration Using the Mastery of Active and Shared Learning for Techno-Pedagogy (MASLEPT) Model. Creative Education, 6, 295-308. doi: 10.4236/ce.2015.63028.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 Online Distance Educators in the United States. Contemporary Issues in Technology and Teacher Education, 9, 71-88.
[2] Baba, T., & Kojima, M. (2004). Lesson Study. In: The History of Japan’s Education Development: What Implications Can Be Drawn for Developing Countries? Institute for International Development, Tokyo: JICA.
[3] Becker, J. H., & Riel, M. M. (2001). Teacher Professional Engagement and Constructivist Compatible Computer Use. Report No. 7, Teaching, Learning, and Computing Project [Online].
[4] Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33, 3-15.
[5] Dewey, J. (1916). Democracy and Education. An Introduction to the Philosophy of Education. New York: Free Press.
[6] Fernandez, C., & Yoshida, M. (2004). Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum.
[7] Fru, M. (2011). ICT Readiness in Cameroon Primary Schools: A Case Study of Some Primary Schools Yaounde 6 Sub-Division. A Dissertation Submitted in Partial Fulfilment of an Award of a Master’s Degree in Education, Yaounde, Cameroon: University of Yaounde I.
[8] Gray, B. (2004). Informal Learning in an Online Community of Practice. Journal of Distance Education, 19, 20-35.
[9] Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching: Theory and Practice, 8, 381-391.
[10] Hanley, P., Maringe, F., & Ratcliffe, M. (2008). Evaluation of Professional Development: Deploying a Process-Focused Model. International Journal of Science Education, 30, 711-725.
[11] Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-Based Technology Integration Assessment Instrument. In C. D. Maddux, D. Gibson, & B. Dodge (Eds.), Research Highlights in Technology and Teacher Education 2010 (pp. 323-331). Chesapeake, VA: Society for Information Technology and Teacher Education (SITE).
[12] Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed. Journal of Research on Technology in Education, 41, 393-416.
[13] Harris, J. B., & Hofer, M. (2011). Technological Pedagogical Content Knowledge in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning. Journal of Research on Technology in Education, 43, 211-229.
[14] Harrison, C., Comber, C., Fisher, T., Haw, K., Lewin, C., Lunzer, E., McFarlane, A., Mavers, D., Scrimshaw, P., Somekh, B., & Watling, R. (2002). ImpacCT2: The Impact of Information and Communication Technologies on Pupil Learning and Attainment. London: DfES and Becta.
[15] Hashimoto, Y, Tsubota, K., & Ikeda, T. (2003). Ima Naze Jugyo Kenkyu Ka: Sansujugyo no Saikochiku [Why Lesson Study Now: Restructuring Math Lessons]. Tokyo: Toyokan-Shuppan.
[16] Holland, B. (2005). Real Change in Higher Education: Understanding Differences in Institutional Commitment to Engagement. In A. Kezar, T. Chambers, & J. Burkhardt (Eds.), Higher Education for the Public Good: Emerging Voices from a National Movement (pp. 235-259). San Francisco, CA: Jossey-Bass Publishers.
[17] Inspectorate of Pedagogy in Charge of ICT (2009). Annual Report on the Teaching and Learning of ICT across the School Curriculum.
[18] Inspectorate of Pedagogy in Charge of ICT (2010). Annual Report on the Teaching and Learning of ICT across the School Curriculum.
[19] Inspectorate of Pedagogy in Charge of ICT (2011). Annual Report on the Teaching and Learning of ICT across the School Curriculum.
[20] Karsenti, T., Collin, S., & Harper-Merrete, T. (2012). Pedagogical Integration of ICT: Success and Challenges from 100+ African Schools. Ottawa, ON: IDRC.
[21] Koehler, M. J., & Mishra, P. (2008). Introducing Technological Pedagogical Content Knowledge. In AACTE Committee on Innovation and Technology (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (pp. 3-29). New York: Routledge.
[22] Lewis, C., & Tsuchida, I. (1997). Planned Educational Change in Japan: The Case of Elementary Science Instruction. Journal of Educational Policy, 12, 313-331.
[23] Lieberman, A., & Pointer Mace, D. H. (2008). Teacher Learning: The Key to Educational Reform. Journal of Teacher Education, 59, 226-234.
[24] Macdonald, R. J. (2009). Professional Development for Information Communication Technology Integration: Identifying and Supporting a Community of Practice through Design-Based Research. Journal of Research on Technology in Education, 40, 429-445.
[25] Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: Anew Framework for Teacher Knowledge. Teachers College Record, 108, 1017-1054.
[26] Nkwenti Ndongfack, M. (2010). ICT Integration in Cameroon Primary Schools: A Case Study of Government Primary Practicing School Angele, South Region. A Dissertation Submitted in Partial Fulfillment of an Award of a Master’s Degree in Instructional Design and Technology, Malaysia: Open University.
[27] Nkwenti Ndongfack, M. (2015). Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration. Creative Education, 6, 32-45.
[28] Republic of Cameroon, Ministry of Basic Education (Inspectorate of Pedagogy in charge of Computer Science Education) (2007) Information and Communication Technology Framework and Strategies Plan for Basic Education Sub-Sector.
[29] Richardson, S. (2009). Mathematics Teachers’ Development, Exploration, and Advancement of Technological Pedagogical Content Knowledge in the Teaching and Learning of Algebra. Contemporary Issues in Technology and Teacher Education [Online Serial], 9.
[30] Richey, R. C. (2005). Validating Instructional Design Models. In J. M. Spector & D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 171-185). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
[31] Richey, R. C., & Klein, J. (2007). Design and Development Research: Methods, Strategies, and Issues. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
[32] Rock, T. C., & Wilson, C. (2005). Improving Teaching through Lesson Study. Teacher Education Quarterly, 32, 77-92.
[33] Schmidt, D. A., Baran, E., Thompson, A. D., Koehler, M. J., Shin, T. S., & Mishra, P. (2009). Technology, Pedagogy and Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Pre-Service Teachers. Journal of Research on Technology in Education, 42, 123-149.
[34] Schwille, J., & Dembélé, M. (2007). Global Perspective on Teacher Learning. Improving Policy and Practice. Paris: IIEP/UNESCO.
[35] Selinger, M. (2001). Learning Information and Communications Technology Skills and the Subject Context of the Learning. Journal of Information Technology for Teacher Education, 10, 143-154.
[36] Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-14.
[37] Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57, 1-22.
[38] Valanides, N., & Angeli, C. (2006). Preparing Pre-Service Elementary Teachers to Teach Science through Computer Models. Contemporary Issues in Technology and Teacher Education-Science, 6, 87-98.
[39] Villegas-Reimers, E. (2003). Teacher Professional Development: An International Review of the Literature. Paris: UNESCO International Institute for Educational Planning.
[40] Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.
[41] Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
[42] Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge, UK; New York, NY: Cambridge University Press.
[43] Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston, MA: Harvard Business School Press.
[44] Yoon, K. S., Duncan, T., Lee, S. W., Scarloss, B., & Shapley, K. L. (2007). Reviewing the Evidence on how Teacher Professional Development Affects Student Achievement. Issues & Answers Report, REL 2007-No. 033. Washington DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.