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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