Tpack Lesson Plan Coding

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Presentation at SITE 2010 by Kristen Kereliuk based on research by Kristen, Mete Akcaoglu, and myself on preservice teacher implementation of technology in their lesson plan artifacts, coded using a …

Presentation at SITE 2010 by Kristen Kereliuk based on research by Kristen, Mete Akcaoglu, and myself on preservice teacher implementation of technology in their lesson plan artifacts, coded using a TPaCK model.

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  • Some good points Michael. Definitely something that we'll consider as we continue looking at how to measure TPACK usage by teachers.
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  • The instrument measures self -reported perception of TPACK. This may not be directly related to student teacher actual TPACK? Perhaps more and different ways (triangulation) of measuring TPACK might help to produce a better picture of student teacher TPACK. Lesson plans may not reflect student teacher TPACK either, and may be heavily influenced by the context within which teachers need to operate. For instance, teachers may be strongly influenced by the high floor and low ceiling of high stakes examinations - limiting their choices somewhat.

    I guess I am trying to say that there are complexities here that need to be carefully considered?
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  • -Mishra Koehler first came up with TPACK after interacting with and observing teachers think about and engage with technology-Framework was excellent for understanding the relationship between the relationships between the three types of knowledge necessary for successful technology integration..but needed more-Schmidt et al took first step away from framework and developed a self-report survey to assess pre-service elementary teacher Technological Pedagogical Content Knowledge-The survey is a way to measure teaches TPACK and get at how teachers see their own knowledge but is self-report -Calls for more observational tools to assess TPACK -Judy Harris developed TPACK activity types-Lisa Harvey and John Lee at North Carolina State have developed observational correlates of TPACK
  • -WHY LESSON PLANS?!-with the evolution in mind, we chose lesson plans for a few different reasons
  • THEY ARE THE LINK BETWEEN SURVEY’S AND OBSERVATIONS
  • -N=10, 9 female-Preservice teachers in 3rd and 4th year-Enrolled in Teaching and learning with technology…taught by one of the co-authorsUses of technology in teaching and learning. Developing plans for implementing and evaluating uses of technology in the classroom setting.FIRST WE HAD TEACHERS COMPLETE TPACK SURVEY
  • Schmidt el al (2009) survey looks like this!!AFTER COMPLETING SURVEYS and once the class was completed for the semester we collected the final lesson plans that the students completed as part of the their regular coursework
  • -We coded for each category C, P, T, TP, TC, PC, and TPACK
  • -Green box is an example of how we began to code.
  • PK .639PC .679TC .652P<.05Knowing how to teach content, using teaching strategies…not surprising, much of TE focus on this original (Shulman) interactionKnowing what to teach with what technology, could be as simple as a pen and paper for teaching writing…, many viable options for content and tech when not considering effective teaching strategies
  • CONTENT -artifact of using Schmidt TPACK survey, C is intended for specific population that does not exactly match our teachersTECHNOLOGICAL KNOWLEDGE -coding scheme needs refinement in understanding and assess technology without content and pedagogyTECHNOLOGICAL PEDAGOGICAL -Interesting for us, teachers reported knowing how to integrate pedagogy and technology but were much less transparent about actually teaching with technology in their lesson plans…..possible area for future teacher education development
  • -Even after taking a course on teaching with technology, pre-service teachers still struggled to choose and clearly articulate their choice of technology with respect to their teaching method. -Reported higher ability to combine T and P than was actually present. Students aren’t getting good models in classes, and are not getting enough instruction on Technology as a whole OLD FRIENDS PEDAGOGY AND CONTENT—teachers are confident in their ability to combine pedagogy and content, and are able to demonstrate that in their lesson plans
  • -We took the first steps towards creating a process that can take a teachers ideas and thought about TPACK -We now have a base model for how we can do more comprehensive analysis of teacher lesson plans –WE CAN REBUILD IT, WE HAVE THE TECHNOLOGY-ULTIMATE goal is helping teachers know what they know and what they don’t and supporting their development with TPACK

Transcript

  • 1. Coding pre-service teacher lesson plans for TPACK
    Kristen Kereluik
    Greg Casperson
    Mete Akcaoglu
  • 2. WHO are we?
    Greg Casperson
    Mete Akcaoglu
  • 3. Why we
    Understanding_Our_Motivations
    -2 of us are former teachers, 2 currently teach pre-service or in-service teachers
    -encountered a lot of talk about tpack
    -realized we needed a way to look at tpack in a practical way
  • 4. The Evolution of TPACK
    Mishra and Koehler (2006)
    Schmidt et al (2009)
    Judy Harris Activity Types
    Lisa Harvey & John Lee Observational Correlates
  • 5. The next steps of TPACK
    IDEAS
    Lesson Plans
    PRACTICE
  • 6. Lesson plans are tangible artifacts of both thought and practice
  • 7. How we see the purpose of our study
    Taking our first steps towards understanding a practical compliment to the TPACK survey (Schmidt et al, 2009)
    Identify potential areas where pre-service teachers TPACK survey did not translate into intended practice
  • 8. Meet our teachers
    Teaching and Learning with Technology
  • 9.
  • 10. Once we had all of our data…
    We developed a coding scheme for the lesson plans with categories for C, P, T…
    …to TPACK, and everything in between
  • 11.
  • 12. CK
  • 13. PK & TPK
  • 14. What Codes did we use?
    Pedagogical Knowledge (PK)
    Lesson organizes and manages student behavior, clearly explains the sequence of events and procedures for students.
    Technological Pedagogical (TPK)
    Chose technologies to enhance teacher approach (teacher centered technology)
    Chose technologies to enhance student learning (student centered technology)
  • 15. What was significant
  • 16. What wasn’t significant
  • 17. Why we think this is important
    …And why we hope you do too.
  • 18. Local/Immediate Significance
    Combining Technology and Pedagogy is HARD!
    Pedagogy
    Content
  • 19. Global/Long-Term Implications
    It can be done! We can make tangible what before was intangible