Saturday, April 7, 2018

Summary of a Journal Related to TPACK #4


TPACK: AN EMERGING RESEARCH AND DEVELOPMENT TOOL
FOR TEACHER EDUCATORS
Evrim Baran (University of British Columbia), Hsueh-Hua Chuang (National Sun Yat-sen University), Ann Thompson (Iowa State University)
Published in 2011

TPACK (Technological Pedagogical Content Knowledge) has been currently emerged as a useful tool for researcher to understand the integration of technology in teaching and learning process. TPACK has now entered a new generation where the focus is upon using the construct in both research and development projects. In this study, the TPACK construct is defined and several current research and development projects that use the TPACK framework are described.
Following the development of the TPACK framework, researchers began to work on the problem of assessing both pre-service and in-service teachers’ levels of TPACK. Data are being gathered at specific checkpoints during the pre-service teachers’ preparation program. As part of this study, pre-service teachers are being tracked during their teacher education program and asked to complete the survey after completing their instructional technology course, methodology courses, and student teaching. Additional qualitative research studies are also being conducted to examine how these same pre-service teachers demonstrate TPACK-related tendencies in PreK–6 classrooms during practicum and student teaching experiences.
The TPACK survey is currently being translated into different languages and adopted to different teacher education contexts around the world. The interest of using TPACK framework and the TPACK survey for designing and assessing teacher knowledge in various international teacher education contexts is a clear indication of the world wide impact of TPACK as an emerging research and development tool for teacher educators. Some K–12 school districts in the United States also found that the TPACK framework is useful for designing and structuring their technology integration programs.
In general, the TPACK framework has provided a means for educational technology researchers and practitioners to communicate more accurately and effectively about the work they are doing. In addition to the work to clarify the knowledge to be developed in pre-service and in-service teachers, TPACK can bring clarity to the specific interventions in research and development projects and thus improve the ability to design and test powerful technology approaches.






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