SUmmary of a Journal Related to TPACK #15

From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

Syh-Jong Jang, Kuan-Chung Chen

 Chung-Yuan Christian University, Taiwan

2010

New science teachers should be equipped with the ability to integrate and design the curriculum and technologyforinnovative teaching. How tointegrate technology into pre-service science teachers’ pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were designed to restructure science teacher education courses. Participants of this study included an instructor and 12 preservice teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews. This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating subject-matter knowledge into science lessons, and further enhanced their TPACK.

A Summary of Journal Related to TPACK #14

Revisiting technological pedagogical content knowledge: Exploring the TPACK framework 

Leanna M. Archambaulta, Joshua H. Barnetta 

Arizona State University, Mary Lou Fulton Teachers College, Phoenix, United States

This study examines the nature of technological pedagogical content knowledge (TPACK) through the use of a factor analysis. Using a survey with 24 items designed to measure each of the areas described by the TPACK framework, and measuring the responses of 596 online teachers from across the United States, data suggest that while the framework is helpful from an organizational standpoint, it is difficult to separate out each of the domains, calling into question their existence in practice. Three major factors become evident, but rather than being comprised of pedagogy, content, and technology, the only clear domain that distinguishes itself is that of technology. This research examines the validity of the TPACK model and suggests that measuring each of these domains is complicated and convoluted, potentially due to the notion that they are not separate. 

Summary of a Journal Related to TPACK #13

TPACK Goes to Sixth Grade: Lessons from a Middle School Teacher  in a High-Technology-Access Classroom

Keith Wetzel (Arizona State University), Summer Marshall (Ecker Hill International Middle School)

2011

This is a qualitative study addressing the question: In what ways does a sixth grade middle school teacher show evidence of behaviors that fit the Technological Pedagogical Content Knowledge (TPACK) framework in the classroom? The researcher observed in this class, interviewed the teacher, and looked for evidence of the interplay between components of the framework. This teacher’s class was particularly appropriate for this study because she was an experienced teacher her school district selected to pilot a classroom with many technologies, including one laptop for each student. Applying the TPACK theoretical framework to her classroom helps us better understand how the framework is translated into practice. Findings indicate that the teacher provided a foundation for the use of technology in content (language arts) and pedagogy (project-based learning). The teacher demonstrated technological pedagogical knowledge through well-planned classroom management practices as well as the interplay between components of the framework. Recommendations include the use of the TPACK framework as a lens for classroom observation and the need for additional cases to be used in professional development.

Summary of a Journal Related to TPACK #12

Technological Pedagogical Content Knowledge Preparedness of Student-Teachers of the Department of Arts and Social Sciences Education of University of Cape Coast

Stephen Kwakye Apau (University of Cape Coast, Ghana, West Africa)

2017

The proliferation of digital technology in the 21st century in teaching and learning requires that teachers and students constantly interact with instructional technologies. This places a herculean task on the door step of teacher educators to ensure that student-teachers graduate from their institutions of training with some knowledge domains that would help them to integrate technology, pedagogy and content in their teaching. This study assesses the Technological Pedagogical Content Knowledge (TPACK) preparedness of student-teachers in the Department of Arts and Social Sciences Education (DASSE) of University of Cape Coast (UCC), Ghana. It uses the descriptive survey design. The stratified simple random sampling technique was used to sample 370 student-teachers of DASSE for the study. Questionnaire was adapted for the data collection. Descriptive (frequencies and percentages, mean of means and standard deviations) and inferential statistics (independent t-test) were used to analyze the data. The study reveals that the student-teachers in DASSE, UCC have Technological Knowledge. The study also found that the student-teachers of DASSE, UCC lack Technological Pedagogical Knowledge. In addition, the study has found that the student-teachers of DASSE, UCC lack Technological Content Knowledge. Moreover, the study establishes that the student-teachers of DASSE, UCC lacked Technological Pedagogical Content Knowledge. Lastly, there is no statistically significant difference between the gender of the student-teachers of DASSE, UCC and their TPACK preparedness. Hence, this study recommends that lecturers should continue to model the use of technology so that student-teachers can increasingly update their technological knowledge through observation and learning. Again, the Academic Board of UCC should advice the teaching departments on the need to infuse technology in their courses they offer for student-teachers. Finally, the teacher education program offered by DASSE, UCC should be re-conceptualized to respond to the technological needs of student-teachers.

Summary of a Journal Related to TPACK #11

A PRELIMINARY EVALUATION OF SHORT BLENDED ONLINE TRAINING WORKSHOP FOR TPACK DEVELOPMENT USING TECHNOLOGY ACCEPTANCE MODEL

Mohammed Modeef Alsofyani (Taif University),  Baharuddin bin Aris (Universiti Teknologi Malaysia),  Rebecca Eynon (University of Oxford), Norazman Abdul Majid (Universiti Teknologi Malaysia)

2012

The use of Short Blended Online Training (SBOT) for the development of Technological Pedagogical and Content Knowledge (TPACK) is a promising approach to facilitate the use of e-learning by academics. Adult learners prefer the blend of pedagogies such as the presentation, demonstration, practice and feedback if they are structured and instructor-led with an efficient training length. In this paper, we suggest that SBOT has the potential to create a highly preferred environment for training if adult learning principles are considered. The study explores the evaluation of this mode of training by using Technology Acceptance Model (TAM). The results show a great acceptance for this mode of training. Moreover, in practice, dual training modes can be offered for TPACK development programs, which may consist of face-to-face training and SBOT.  the quality of the training programs can be increased significantly. The efficiency of this mode of training can provide a monetary resource to mix training with enjoyment activities on or off the university campus. Lastly, the large number of registered participants in the training and the reported positive experience with SBOT indicate that the faculty accept this mode of training

Summary of a Journal Related to TPACK #10

Using Live Dual Modeling to Help Pre-service Teachers Develop TPACK

Liangyue Lu, Jing Lei (Syracuse University)

2012

To help pre-service teachers learn about teaching with technology, technological pedagogical content knowledge (TPACK), the researchers designed and implemented a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling in this study. Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping pre-service teachers develop TPACK in a technology integration course. The findings showed that the pre-service teachers demonstrated the initial ability to transfer what they learned in the modeling to classroom teaching. When Live Dual Modeling is used, attention should be paid to the conditions that influence the effectiveness of the strategy due to the pre-service teachers’ limitation in their overall knowledge base, practical experience, and ability to transfer learning to other contexts.

Summary of a Journal Related to TPACK #9

Technological Pedagogical Content Knowledge (TPACK) in Action:

A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning

Judith B. Harris and Mark J. Hofer College of William & Mary

2011

This study studied about how teachers’ technological pedagogical content knowledge (TPACK) informs their instructional planning, and how can the knowledge be enhanced. In an interpretative study of experienced secondary social studies teachers’ planning, the writer sought to discover clues to the nature and development of these teachers’ TPACK-in-action as it was expressed in their planning processes. Comparisons of interview data and planning products before and after engaging in professional development that addressed content-focused, TPACK based learning activity types revealed three primary findings, each supported by participating teachers’ oral and written reflections upon their learning. The participating teachers’(a) selection and use of learning activities and technologies became more conscious, strategic, and varied; (b) instructional planning became more student-centered, focusing primarily upon students’ intellectual, rather than affective, engagement; and (c) quality standards for technology integration were raised, resulting in deliberate decisions for more judicious educational technology use.