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.