Technology in professional development "Techknowlogia"
Aslı Lidice Gokturk email@example.com
Think about factors that make up
You may have more than one
answer but prioritise...
Tell us the most important one
Nature of teachers’ knowledge & learning
(Fisher et.al. 2006)
How do teachers know?
Shulman and Shulman’s Model (2004)
= «being ready, willing and able»
(Fisher et. al. 2006; Chen, 2012)
What do teachers know?
General Pedagogical knowledge
Pedagogical content knowledge
Knowledge of learners & their characteristics
Knowledge of educational contexts
Knowledge of educational purposes, values and
EFFECT OF TECHNOLOGY??
How do you think technology affects teacher
VOXOPOP (an online
Do you use web tools in your teaching?
How did you learn about them? Did you receive any training?
Pre-service? In-service? Others???
Effect of Technology : Brief description of constructs in the
'TPACK framework from Mishra and Koehler (2006) in Graham,
knowledge of operating systems and computer hardware, and
the ability to use standard sets of software tools such as word
processors, spreadsheets, browsers,...etc.)
knowledge of how teaching might change as the result of using
knowledge about how technology and content are related.
the basis of good teaching with technology
• teach content
• how technology can help readress some of the problems that
• knowledge of students’ prior knowledge
• and knowledge of how technologies can be used to build on
existing knowledge and to develop new methods or
strengthen old ones.” (p. 1029)
A technological pedagogical content knowledge scale
(Yurdakul et.al. 2012)
The purpose of this section is to gather information
about combining technology, pedagogy and content
knowledge in the teaching and learning process. For
each item choose only one option that best describes
1 I can use technology to develop activities based on
students needs to enrich the teaching and learning
2 I can implement effective classroom management in
the teaching and learning process in which
technology is used.
3 I can use technology for implementing educational
activities such as homework, projects, etc.
4 I can use technology based communication tools (
blog, froum, chat, e-mail, etc. ) in the teaching
5 I can use innovative technologies ( facebook, blogs,
twitter, podcastingi etc.) to support the teaching and
6 I can use technology to update my knowledge and
skilss in the area that I will teach.
7 I can troubleshoot problems that could be
encountered with online educational environments
( Moodle, Web CT, etc)
8 I can use technology in every phase of the teaching
and learning process by considering the copyright
issues(e.g. licence) Ican become a leader in spreading
the use of technological innovations in my future
Knowing how to present the subject matter with technology in
pedagocially sound ways
So & Kim, 2009
A teacher’s knowledge of how to coordinate and combine the use
of subject-specific activities and topic-specific activities using
emerging technologies to facilitate student learning
TPACK is not simply:
....adding technology to existing teaching and content...
Yurdakul et al,2011
INTERACTION BETWEEN EDUCATIONAL
TECH & TEACHER DEVELOPMENT
The “new” models of staff development
committee or task force,
individual research project,
or teacher resource center
(Alberta Commission on Learning, 2006; Birman et al., 2000; Sikora &
INTERACTION BETWEEN EDUCATIONAL TECH &
Other promising adult learning
exchange of information,
active/exploratory/inquiry-based learning, informed decision-
and authentic, real-world context (ISTE &Thomas, 2007).
Clusters of Purposeful Activity with Digital
Technologies in Professional Development
Community and Communication
Input from teacher challange; how to embed media
Hands on experience in my class blog;
Are you familiar with these?
Web 2.0 tools
Virtual round table
Online Community of Practice of Teachers and Educators
Practicing Peace and Professional Development through Web 2.0 and
Computer Mediated Communication
HOW DOES WEBHEADS WORK?
COMMUNICATION PLATFORM : Yahoo
Participants send messages about various issues,
ask for help,
respond to each other’s questions &
even share important events in their lives
Webheads meet online (live) on a regular basis
( each Sunday via Wiki)
explore the latest communications technologies,
brainstorm on how to adapt Web 2.0 & Social networking tools.
TESOL CALL Interest Section
Electronic Village Online (EVO) Sessions
more social scaffolding:
collaborative spirit of WIA
online discussions &workshops varying from
simple discussions to virtual hands-on workshops,
discussion of an issue in the field of teaching language to
experiments with and pedagogy of new technology tools
Provides invaluable service to teachers all over the globe,
Brings the convention to those who cannot travel..
The sessions are again free and open to all interested parties.
An example; a course on digital story telling
Resources about the effective integration
of technology with ELT teachers
Virtual Round Table E-Conference
an annual web conference for language learning
Virtual Round Table E-Conference
Back to teacher knowledge& learning;
«being ready, willing and able»
In conclusion, considering the examples,
How can digital technologies support;
1) the development of teachers’ vision for education?
2) teachers’ motivation to learn and develop their
3) teachers’ professional knowledge, understanding
4) teachers' reflection?
5) teachers’ learning in the community?
ARIOĞUL, S. (2007). UNDERSTANDING FOREIGN LANGUAGE TEACHERS’ PRACTICAL KNOWLEDGE: WHAT’S THE
ROLE OF PRIOR LANGUAGE LEARNING EXPERIENCE?. JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES, 3,(1), P.
BOGDAN, R.C & BIKLEN, S.K. (1998). NEEDHAM HEIGHTS: ALLYN & BACON PUBLISHING.
BORG, S. (2003). TEACHER COGNITION IN LANGUAGE TEACHING: A REVIEW OF RESEARCH ON WHAT
LANGUAGE TEACHERS THINK, KNOW, BELIEVE, AND DO. LANGUAGE TEACHING, 36(2), P. 81-109.
BORG, S. (2006). TEACHER COGNITION AND LANGUAGE EDUCATION. LONDON: CONTINUUM.
CHARLES, G. (2011). THEORETICAL CONSIDERATIONS FOR UNDERSTANDING TECHNOLOGICAL PEDAGOGICAL
CONTENT KNOWLEDGE (TPACK), COMPUTERS AND EDUCATION, 57, 1953-1960.
CHOU, C. (2008). EXPLORING ELEMENTARY ENGLISH TEACHERS’ PRACTICAL KNOWLEDGE: A CASE STUDY OF EFL
TEACHERS IN TAIWAN. ASIA PACIFIC EDUCATION REVIEW, 9(4), P.529-541.
DENZIN, N.K. & LINCOLN, Y.S. (2005). THE SAGE HANDBOOK OF QUALITATIVE RESEARCH. CALIFORNIA: SAGE
ELBAZ, F. (1981). THE TEACHER’S “PRACTICAL KNOWLEDGE”: REPORT OF A CASE STUDY. CURRICULUM INQUIRY,
FISHER,T. , HIGGINS, C. & LOVELESS, A. (2006). TECAHERS LEARNING WITH DIGITAL TECHNOLOGIES, RETRIEVED
IM, S. (2010). CONTEMPLATIVE TEACHERS’ PRACTICAL KNOWLEDGE: TOWARDS HOLISTIC TEACHER EDUCATION.
AN UNPUBLISHED DOCTORATE THESIS TO GRADUATE DEPARTMENT OF CURRICULUM, TEACHING AND LEARNING
ONTARIO INSTITUTE FOR STUDIES IN EDUCATION UNIVERSITY OF ONTARIO.
MILES, M.B. & HUBERMAN, A.M. (1994). QUALITATIVE DATA ANALYSIS, THOUSAND OAKS, CA:
SHAVELSON, R.J AND STERN, P. (1981). RESEARCH ON TEACHERS’ PEDAGOGICAL THOUGHTS,
JUDGEMENTS, DECISIONS, AND BEHAVIOUR. REVIEW OF EDUCATIONAL RESEARCH, 51(4), P. 455-
SHULMAN, L.S. (1987). KNOWLEDGE AND TEACHING: FOUNDATIONS OF THE NEW REFORM.
HARWARD EDUCATIONAL REVIEW, 57(1), P.1-22.
PATTON, M.Q. (2002). QUALITATIVE RESEARCH AND EVALUATION METHODS. CALIFORNIA: SAGE
PERETZ-BEN, M. (2011). TEACHER KNOWLEDGE: WHAT IS IT? HOW DO WE UNCOVER IT? WHAT
ARE ITS IMPLICATIONS FOR SCHOOLING? TEACHING AND TEACHER EDUCATION, 27, P.3-9.
TAMIR, P. (1991). PROFESSIONAL AND PERSONAL KNOWLEDGE OF TEACHERS AND TEACHER
EDUCATORS. TEACHING AND TEACHER EDUCATION, 7(3), P.263-268.
ZANTIG, A. ET. AL (2003). USING INTERVIEWS AND CONCEPT MAPS TO ACCESS MENTOR
TEACHERS’’ PRACTICAL KNOWLEDGE. HIGHER EDUCATION 46, P.195-214.