Tpack ICITS Thompson, Baran, Chuang

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

Outstanding Students from Turkey in My Research Program
ISU
Graduate Students
SonmezPamuk
Ismail Sahin
EvrimBaran
Visiting
Scholars
TurkanKarakus
AyseGul Kara

Each winter, about 40 preservice teachers from Turkey join us for 6 weeks of student teaching
Turkish Student Teachers at ISU

Strong influence and contributions from graduate students from Turkey
Lasting collaborative ties
Direct involvement with our TPACK work
Professional and Personal Ties

Outline
TPACK conceptual framework
Examples
TPACK Impact in research
TPACK impact in practice

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

echno-centric Approach
C
T
Limited or no connections to Pedagogy and Content
P

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

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

TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF KNOWLEDGE
C
P
ontent
edagogy
T
echnology

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.

Pedagogical
Content Knowledge
CONTEXT
CONTEXT
C
P
Technological
Content Knowledge
Technological
Pedagogical Knowledge
T
CONTEXT
CONTEXT

TPCK
TPACK
Total PACKage

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

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

TPACK For Teacher Training and Professional Development
C
P
T

TPACK Research
First generation TPACK
Second generation TPACK

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

TPACK Survey Developers
Denise A. Schmidt, Evrim Baran, Ann Thompson
Center for Technology in Learning and Teaching
PunyaMishra, Matthew J. Koehler, Tae S. Shin

Research Plan

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

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.
I can choose technologies that enhance the content for a lesson.
I can select technologies to use in my classroom that enhance what I teach, how I teach and what students learn.
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

Final Validation

Paired-Sample t-test

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

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

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

Technology Modeling Effects on In-service Early Childhood Teachers TPACK
A Case in Taiwan

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.

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%.

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)

Table 1

Table 2

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.

TPACK AS A FRAME FOR DEVELOPMENT
Development for teacher education
Development in elementary, middle school and high school

TPACK FOR TEACHER EDUCATORS
Framework for Program Development
Tool for Individual Faculty
Technology Course(s)
Encourages Integration Across the Program
Framework for Research

TPACK FOR TEACHER EDUCATORS
Mentoring program discovery
One to one faculty mentoring
Discovery of TPACK frame
Use for defining work with faculty
Moves us from focus on the T

THE GOAL
Go beyond the required technology course to integrate technology throughout teacher education
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

THE TECHNOLOGY IN TEACHER EDUCATION COMMUNITY
Central community-building experience for the mentors
Place to bring technical questions
Place to bring mentoring challenges

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

THE IMPORTANCE OF CTLT

Current Faculty Projects
Content: One Room School House
Technology: Second Life
Pedagogy: Inquiry

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

TPACK as a frame for:
Our Research
Our Development
Our Collective Progress

tpack.org

tpack.org

Teşekkürler
Thank you
謝謝
Ann Thompson
eat@iastate.edu

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

Tpack ICITS Thompson, Baran, Chuang

by Evrim Baran

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