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.
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