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Baran & Uygun AERA 2014 Presentation on TPACK-LBD
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  • First, whereas previous research has focused on TPACK development with LBD (e.g. Koehler et al., 2007; Pamuk, 2012), this study further identified LBD principles that facilitated students’ understanding of TPACK through various situated design and implementation activities. Second, we join  other scholars in our attempt to conceptualize LBD as a critical pedagogical approach to be integrated into the teacher education programs. Finally, this study offered findings on the integration of TPACK-LBD into teacher education contexts that could help to shape subsequent preservice and in-service teacher education programs in deliberate ways and to produce recommendations on the development of robust and high impact teacher education experiences.  Joined?

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  • 1. Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action: An Integrated TPACK Learning by Design Approach Evrim Baran, Ph.D & Erdem Uygun Middle East Technical University www.evrimbaran.com linkedin.com/in/evrimbaran twitter.com/evrimb diigo.com/user/evrimb
  • 2. Erdem Uygun PhD Student of Curriculum and Instruction METU
  • 3. Putting TPACK in Action: An Integrated TPACK Learning by Approach
  • 4. Images of Teachers Technocentric Frame
  • 5. Because of the unstable patterns of online teaching at the teaching, organization, and community levels, many online learning practices are employed as the replication of traditional classroom environments, reinforcing the “status-quo” and the “defensive strategy” in higher education Garrison & Anderson (2003) Replication of traditional classroom environments
  • 6. Theory Practice
  • 7. TPACK: TEACHER’s Knowledge of Effective Technology Integration Situated Complex Multifaceted
  • 8. Learning by
  • 9. Learning by Design & TPACK In-service teacher training Faculty members’ professional development Preservice teacher education Koehler & Mishra, 2005b; Koehler et al., 2007; Rienties, Brouwer, & Lygo-Baker, 2013 Agyei & Voogt, 2012; Angeli & Valanides, 2009; Chai et al., 2010; Graham, Borup, & Smith, 2012; Koh & Divaharan, 2011; Koh & Divaharan, 2013; Mouza, Karchmer- Klein, Nandakumar, Yilmaz Ozden, & Hu, 2014; Pamuk, 2012; Srisawasdi, 2012; Ta Chien, Yen Chang, Kuang Yeh, & En Chang, 2012 Guzey & Roehrig, 2009; Jimoyiannis, 2010; Jimoyiannis, Tsiotakis, Roussinos, & Siorenta, 2013; Koh & Divaharan, 2011; Prieto, Villagrá-Sobrino, Jorrín-Abellán, Martínez-Monéz, & Dimitriadis, 2011
  • 10. The TPACK-LBD: A set of principles to develop TPACK with LBD in teacher education contexts TPACK- LBD Plan for design Design of technology integration artifacts Examination of design examples Engagement in theoretical knowledge Investigation of ICT tools Reflection on design experiences Teaching in authentic settings Collaboration within design teams
  • 11. • How did the TPACK-LBD Approach Facilitate Students’ Understanding of TPACK in Action? • How did Students Perceive the Impact of TPACK-LBD Activities on Their Knowledge of Technology, Pedagogy, Content, and TPACK? Research Questions
  • 12. Participants Context Methodology Research and Practice on Technology in Teacher Education course Case Study 10 graduate students Data sources TPACK reflections TPACK Design Guides Observations Research Methods
  • 13. 3. TECHDEMO 4. TPACK Workshops 2. WIKIBOOKS 1. DIIGO BOOKMARKS 5. The TPACK GAME The Research and Practice on Technology in Teacher Education course
  • 14. The Design of the Course Components with TPACK-LBD Principles
  • 15. 1. EDTech News social bookmarking https://groups.diigo.com/group/eds-536-technology-in-teacher-education
  • 16. 2. TechDemos: Exploring Technologies, Affordances and Limitations http://bit.ly/187EU62
  • 17. 3. The TPACK Game
  • 18. 3. The TPACK Game
  • 19. 4. The TPACK Workshop TPACK Workshop Design Guide • Title • Purpose • Content domain • Audience • Needs assessment • Context • Objectives • Activities • Assessment • Dialogue
  • 20. 4. The TPACK Workshop TPACK Workshops – Preservice Science Teachers – In-Service Math Teachers – Research assistants – Computer education preservice teachers
  • 21. – Preservice Science Teachers 4. The TPACK Workshop
  • 22. – In-service Math Teachers 4. The TPACK Workshop
  • 23. – Computer education Preservice Teachers 4. The TPACK Workshop
  • 24. – Research assistants 4. The TPACK Workshop – Research assistants
  • 25. 5. The TPACK Wikibook http://en.wikibooks.org/wiki/The_Many_Faces _of_TPACK
  • 26. The Many Faces of TPACK: Perspectives and Approaches Wikibook English Language Education Special Education Math Education Computer Education English Language Education TPACK Survey Assessing TPACK Science Education TPACK & Fatih Project TPACK & Simultaneo us Renewal http://en.wikibooks.org/wiki/The_Many_Faces _of_TPACK 5. The TPACK Wikibook
  • 27. R1-How did the TPACK-LBD Approach Facilitate Students’ Understanding of TPACK in Action? (1) Improved understanding of theory to practice, (2) Readiness to use TPACK in their authentic teaching settings, (3) Increasing awareness towards technologies, (4) Developing a more sophisticated understanding about technology integration, (5) Contributing to the society while taking actions on sustainability
  • 28. (1) Improved understanding of theory to practice Gizem: “The most beneficial activity for me was the TPACK workshop because with the help of it, firstly, I have learned how to learn TPACK and then, I practiced how to teach TPACK. Learning something and teaching something are very different from each other. When you are teaching, you have lots of responsibilities to other people. That’s why, while preparing for the workshop, I have studied about TPACK from a different perspective. I tried to capture and give the essence of the concept. I tried to find the best examples of TPACK to teach it effectively. For this reason, I had also learned so many things while trying to organize to content and teach.” Plan for design Design of technology integration artifacts Engagement in theoretical knowledge Teaching in authentic settings Collaboration within design teams
  • 29. (2) Readiness to use TPACK in their authentic teaching settings Plan for design Buket: By playing the TPACK game and preparing lesson plan we almost acted as a teacher and planned our lessons by taking into consideration of the nature of the content, constraints and affordances of pedagogy and technology, and also how we can put them together…Thus, in TPACK workshop we were much more aware of the process and orientated our participants in workshop.
  • 30. (3) Increasing awareness towards technologies Kaan: Seeing types of technologies contributed me very much. We encountered new technologies that I didn’t know before, I learned how to use these technologies in the TECH demos. Investigation of ICT tools
  • 31. (4) Developing a more sophisticated understanding about technology integration, Selim: I gained increased-awareness for the use of technology. More importantly, I found out that using technology is far different from integrating it into teaching, which I hadn’t though so critically about. Mehmet: TPACK resembles human capacity of brain. People are aware of their brain’s capabilities however they don’t know how to leverage it. Just like brain, TPACK is something that you already have (maybe exception of technology) but you don’t know how to combine it and how to use it. However when you learn how to use it (just like use) you try to integrate it into your entire courses. Design of technology integration artifacts Teaching in authentic settings Engagement in theoretical knowledge Reflection on design experiences
  • 32. (5) Contributing to the society while taking actions on sustainability Tuğçe: I can ensure the continuity of my learning and also others with creating a community of practice on TPACK. This community consists of preservice teachers, teacher educators and teachers. All the participants can interact with each other. Teachers could learn about TPACK from me and other teacher educators… Teaching in authentic settings Design of technology integration artifacts
  • 33. R2-How Did Students Perceive the Impact of TPACK-LBD Activities on Their Knowledge of Technology, Pedagogy, Content, and TPACK? 1. Knowledge of technology: Techdemos (M = 4.67), EDTech News Social bookmarking activity (M = 4.56), and the TPACK workshop (M = 4.00). 2. Knowledge of TPACK: The wikibook chapter (M = 4.78), TPACK Game (M = 4.67), TPACK workshop (M = 4.56). 3. Knowledge of pedagogy: TPACK Game (M = 4.33), the TPACK wikibook chapter (M = 3.67), TPACK workshop (M = 3.56). 4. Knowledge of content: TPACK Game (M = 4.22), TPACK workshop (M = 3.33), TPACK wikibook chapter (M = 2.89).
  • 34. Challenges for teacher education 1. Operating within varied contextual conditions 2. Transferring what they learned in teacher education programs to the practical settings 3. Adapt to different teaching condition (Cox, 2008). Authenticity Teachers’ authentic problems are ill-structured lacking a single path to a single right solution (Koehler et al., 2007). Complexity The TPACK-LBD approach offers an integrated perspective to examine the complex and context- bounded nature of technology integration.
  • 35. The TPACK-LBD: A set of principles to develop TPACK with LBD in teacher education contexts TPACK- LBD Plan for design Design of technology integration artifacts Examination of design examples Engagement in theoretical knowledge Investigation of ICT tools Reflection on design experiences Teaching in authentic settings Collaboration within design teams
  • 36. Current Research on TPACK-LBD Design patterns in TPACK development: a) Pedagogy oriented design, b) Pedagogy oriented-equally focused design, c) Technology oriented-technology focused design, c) content oriented-technology focused design
  • 37. Limitations Small sample Limited context Recommendations for future research Design of teacher education programs with TPACK-LBD Sustainability and knowledge transfer
  • 38. Learning Technologies and Teacher Education LATTEhttp://latte.eds.metu.edu.tr
  • 39. evrimb@gmail.com ebaran@metu.edu.tr www.evrimbaran.com www.twitter.com/evrimb Teşekkürler