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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

Tpack ICITS Thompson, Baran, Chuang Presentation 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