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Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
Tpack ICITS Thompson, Baran, Chuang
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Tpack ICITS Thompson, Baran, Chuang

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  • a way to encourage professors to think about developing tpack in using this frame in their own instruction. Using the TPACK framework to guide our research design, we developed an instrument with the purpose of measuring preservice teachers’ self-assessment of TPACKAssess the development of TPACK in an introductory preservice teacher technology course in a longitudinal research study that involves the use of quantitative and qualitative research methodologies.
  • Data is gathered at specific checkpoints during the preservice teachers’ preparation program. As part of this study, preservice teachers are tracked during their teacher education program and asked to complete the survey after completing their instructional technology course, methodology courses (e.g., literacy, science, social studies, mathematics) and after they complete student teaching. Additional qualitative research studies are also conducted to examine how these same preservice teachers demonstrate TPACK related tendencies in PreK-6 classrooms during practicum and student teaching experiences. We have currently completed the first steps in a three- to five-year, longitudinal research project by collecting the survey data from preservice teachers who took the technology course. These findings of preservice teacher classroom behavior will be compared to how they responded to the survey at various times during their preparation program. The goal will be to use what we observe in classrooms to validate the preservice teachers’ responses from the survey.
  • I will echo Ann’s words and it has been really a professional development actiivity for all of us, getting our heads around what TPACK means. I think what we are doing is, we are trying to get into that operationalizing period. Where now this is what they are saying and here is what it looks like. We wanted to know our thoughts on where we are going with this and our research plan. We do see this as longigutional and what we are looking for. When we developed this survey we were very clear on the audience and hopefully what we published and what we put publicly. We designed this specifically with our work with Michigan State
  • Evrim
  • evrim
  • This survey approach will allow us to trace the development of TPACK throughout the program; sets a frame for developing TPACK throughout the teacher education program, emphasizing pedagogy and content as well
  • Transcript

    • 1. TPACK: AN EMERGING RESEARCH AND DEVELOPMENT TOOL FOR TEACHER EDUCATORS
      Ann Thompson
      Iowa State University
       

      EvrimBaran
      Iowa State University
      Hsueh-Hua Chuang
      National Sun Yat-sen
      University
    • 2. Outstanding Students from Turkey in My Research Program
      ISU
      Graduate Students
      SonmezPamuk
      Ismail Sahin
      EvrimBaran
      Visiting
      Scholars
      TurkanKarakus
      AyseGul Kara
    • 3. Each winter, about 40 preservice teachers from Turkey join us for 6 weeks of student teaching
      Turkish Student Teachers at ISU
    • 4. Strong influence and contributions from graduate students from Turkey
      Lasting collaborative ties
      Direct involvement with our TPACK work
      Professional and Personal Ties
    • 5. Outline
      TPACK conceptual framework
      Examples
      TPACK Impact in research
      TPACK impact in practice
    • 6. Technology Use in Schools Has Not Met Expectations
      “Although computers were available, teachers were not using them; and when they did, it was at an adoption stage of use, reinforcing basic skills.”
      Cuban, 2001
    • 7. echno-centric Approach
      C
      T
      Limited or no connections to Pedagogy and Content
      P
    • 8. Evidence of Techno-Centric Approach
      Early emphasis on the technology in isolation
      Computer labs, centers that are not integrated into the curriculum
      Separate computer classes
    • 9. Can knowing a technology automatically lead to good teaching with technology?
      GAP
      CLASSROOMS
      WORKSHOPS
      Where skills are applied.
      Know how to teach with it.
      How and where skills are learned.
      Know how to use
    • 10. TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF KNOWLEDGE
      C
      P
      ontent
      edagogy
      T
      echnology
    • 11. TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF KNOWLEDGE
      C
      P
      Pedagogical Content Knowledge
      The ways of representing and formulating the subject that make it comprehensible to others.
    • 12. Pedagogical
      Content Knowledge
      CONTEXT
      CONTEXT
      C
      P
      Technological
      Content Knowledge
      Technological
      Pedagogical Knowledge
      T
      CONTEXT
      CONTEXT
    • 13. TPCK
      TPACK
      Total PACKage
    • 14.
    • 15. TPACK Examples
      Science
      Using probes for data collection
      Using spreadsheets for data analysis
      Behaving as a scientist
      Social Studies
      Using digital archives
      Creating digital, historical stories
      Foreign Language
    • 16. Teachers Need Technological Pedagogical Content Knowledge
      Focus is no longer upon the technology
      TPACK provides a framework to think about teacher technology use and staff development in both higher education and K-12 environments
      The emphasis is on the intersection of technology, content and pedagogy
    • 17. TPACK For Teacher Training and Professional Development
      C
      P
      T
    • 18. TPACK Research
      First generation TPACK
      Second generation TPACK
    • 19. WHY a Survey?
      Making it real/opening the conversation
      Efficient way to focus on preservice teacher development of TPACK over time
      Data for professors on individual classes
      Survey available at: http://tpack.org
    • 20. TPACK Survey Developers
      Denise A. Schmidt, Evrim Baran, Ann Thompson
      Center for Technology in Learning and Teaching
      PunyaMishra, Matthew J. Koehler, Tae S. Shin
    • 21. Research Plan
    • 22. Research Context
      3-credit, introduction to technology course (15 weeks)
      Required for elementary education and early childhood education majors
      Attend two, 1-hour lectures and one, 2-hour laboratory session every week
    • 23. TPACK Survey Items
      Technological Pedagogical Content Knowledge (TPACK)
      • I can use strategies that combine content, technologies and teaching approaches that I learned about in my coursework in my classroom.
      • 24. I can choose technologies that enhance the content for a lesson.
      • 25. I can select technologies to use in my classroom that enhance what I teach, how I teach and what students learn.
      • 26. I can provide leadership in helping others to coordinate the use of content, technologies and teaching approaches at my school and/or district.
    • Data Analysis
      Internal consistency (Cronbach’s alpha)
      Principal components factor analysis
      Composite scores
      Paired Sample t-test
      Pearson Product-moment correlations
      Factor Analysis
      Reliability Analysis
      Content Analysis
    • 27. Final Validation
    • 28. Paired-Sample t-test
    • 29. Current Research on TPACK
      Implementation of the survey in different educational contexts
      Survey translation to different languages
      Trace the development of TPACK throughout the program
      Set a frame for developing TPACK throughout the teacher education program, emphasizing pedagogy and content as well
      Begin PreK-6 classroom observations of preservice teachers’ TPACK
    • 30. Minneapolis Public Schools (MPS): Professional Development through Technology (PDT2)
      Ohio University: Teacher’s Professional Development
      Brigham Young University, Utah
      Sam Houston State University, Texas
      Northern Arizona University: Mathematics for Elementary Teachers
      Syracuse University, New York
      University of Tennessee
      NorthCentral University, Arizona
    • 31. University of Delhi Teacher Preparation program, India
      University of Southern Queensland, Australia
      University of the Punjab, Pakistan: TPACK of Elementary and ECE Pre-service teachers
      Sakarya University, Turkey: TPACK Survey Translation
      National Sun Yat-sen University, Taiwan
      Selcuk University, Konya
    • 32. Technology Modeling Effects on In-service Early Childhood Teachers TPACK
      A Case in Taiwan
    • 33. Purpose of the Study
      To examine the relationship between the degree of modeling technology used during the teacher preparation stage and the development of technological pedagogical content knowledge (TPCK) of early childhood teachers in Taiwan.
    • 34. Methods
      Instrument:
      --Demographic section,
      --TPACK instrument was translated and adapted from Schmidt et al. (2009) survey instrument.
      -- the five items of modeling technology use by the teacher education faculty
      1) the use of Information Technology (IT) hardware and software in teaching and learning,
      2) the use of digital materials and multimedia educational software,
      3) the use of online course platform,
      4) the use of online assessment, and
      5) the use of CMC tools to facilitate interactions among learners and instructors.
      Pilot Study
      A total of A total of 335 early childhood teachers took the final survey and the response rate is 86%.
    • 35. Results
      Five modeling technology uses during the teacher preparation stage has a mean of 3.57 (SD=.74) on a five point likert scale
      Self-assessed TPACK and the extent of the five technology modeling uses during the teacher preparation stage was significantly correlated at the 0.01 level with the r ranging from .4 to .628 (Table 1)
      A summary of stepwise regression results
      -- two technology modeling uses were significant predictors of the TPACK measure (p <.001).
      a) the use of CMC (computer-mediated communication) tools such as email, blogs, web discussion forums to facilitate interactions among learners and
      b) instructors and the use of digital materials and multimedia educational software (Table 2)
    • 36. Table 1
       
    • 37. Table 2
    • 38. Discussions and Conclusion
      This present study reinforced and validated the significance of the
      Research from Preparing Tomorrow Teaches to Use Technology (PT3) grant projects have proposed that modeling in technology use and integration in teacher preparation course has positive effects for the preservice teachers’ future use of technology in their professional career in K-12 schools (Adamy & Boulmetis, 2005; Casey & Casey, 2004).
      In addition, this study provides a useful approach for using TPACK survey research to examine approaches to technology integration.
    • 39. TPACK AS A FRAME FOR DEVELOPMENT
      Development for teacher education
      Development in elementary, middle school and high school
    • 40. TPACK FOR TEACHER EDUCATORS
      • Framework for Program Development
      • 41. Tool for Individual Faculty
      • 42. Technology Course(s)
      • 43. Encourages Integration Across the Program
      • 44. Framework for Research
    • TPACK FOR TEACHER EDUCATORS
      • Mentoring program discovery
      • 45. One to one faculty mentoring
      • 46. Discovery of TPACK frame
      • 47. Use for defining work with faculty
      • 48. Moves us from focus on the T
    • THE GOAL
      • Go beyond the required technology course to integrate technology throughout teacher education
      • 49. Develop Technological pedagogical content knowledge in faculty and students
    • The Approach
      Graduate Students Mentors
      Meet with Faculty One Hour Per Week
      Support Faculty in Classroom Uses
      Collect Data on the Applications
      Emphasis on Community of Technology Using Educators
    • 50. THE TECHNOLOGY IN TEACHER EDUCATION COMMUNITY
      Central community-building experience for the mentors
      Place to bring technical questions
      Place to bring mentoring challenges
    • 51. THE IMPORTANCE OF CTLT
      The CTLT makes both resources and expertise available
      It serves as a gathering place for mentors and mentees
      http://www.ctlt.iastate.edu
    • 52. THE IMPORTANCE OF CTLT
    • 53. Current Faculty Projects
      Content: One Room School House
      Technology: Second Life
      Pedagogy: Inquiry
    • 54. http://activitytypes.wmwikis.net
      Teachers use basic activity types in their planning
      Activity types are different in different content areas
      Work to match technology with activity types in different content areas
      Judi Harris Work
    • 55. TPACK as a frame for:
      Our Research
      Our Development
      Our Collective Progress

      tpack.org
    • 56. tpack.org

    • 57. Teşekkürler
      Thank you
      謝謝
      Ann Thompson
      eat@iastate.edu
       

      Hsueh-Hua Chuang
      hsuehhua@gmail.com
      EvrimBaran
      evrimb@iastate.edu

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