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Preparando a futuros profesores               para integrar tecnología                  Preparing future teachers to      ...
Marco Teórico (theoretical framework) Initial Teacher Training can affect beginning teachers’ adoption of  technology (e....
Marco Teórico (theoretical framework)                                 Mishra en Koehler (2006)
Technological (ICT) Knowledge               •Skills necessary to operate particular technologies               •The abilit...
Technological pedagogical                      Technological ContentKnowledge:                                     Knowled...
Un pequeño juego... (a little game) Understanding TPACK Make groups of 4 to 5 people Lets play!
Un enfoque longitudinal (Longitudinal approach)2007-2008      2008-2009      2009-2010       2010-2011           2011-2012...
Primer Estudio (Study 1)                To identify approaches adopted by ITT to prepare    Aim                BT for tech...
Resultados del Primer Estudio (Results Study 1) The vision of the three teacher education institutions is in transition: ...
ITT2: From TK to TCKITT1: From TK to…                    ITT3: From TK to TPK
Resultados del Primer Estudio (Results Study 1)“Fracasamos en utilizar con propóitos educativos el talento que estosestudi...
Un enfoque longitudinal (Longitudinal approach)2007-2008     2008-2009      2009-2010     2010-2011      2011-2012ITT: Yea...
Segundo Estudio (Study 2)            To explore how BT from the same ITT integrate technology            in their first ye...
Perfil de los profesores principiantes      (beginning teachers’ profile)                                                 ...
Factores asociades con el uso de technología  (factors associated with technology use)  Facilitating factors:             ...
Por qué los profesores principiantes usan tecnología?(why did the beginning teachers use technology?) It is easy to use /...
Qué tecnologías usan los profesores principiantes?(What technologies did they use?)                      E-BOOKS    AUDIO ...
Para qué usan tecnologías los profesores principiantes?(Why did they use technologies?) To demonstrate, clarify, explain ...
Percepciones acerca de las contribuciones de laformación inicial (perceived contribution of the ITT) Overview of differen...
Sugerencias para la formación inicial(Suggestionis for initial teacher training) “Hands-on” activities   “But we have not...
Conclusiones y desafíos (conclusions and challenges) Efforts to integrate technology in ITT have had a positive influence...
Gracias! Thank you! Dank je wel!Our team:Jo Tondeur & Natalie Pareja Roblin(Ghent University, Flanders, Belgium)Petra Fiss...
2012-03-15 Fisser TPACK VVOB
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2012-03-15 Fisser TPACK VVOB

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Presentation about TPACK for the teacher preparation program in Shell, Ecuador. With acknowledgements to Natalie Paraja Roblin for the Spanish translation.

Published in: Education, Technology
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2012-03-15 Fisser TPACK VVOB

  1. 1. Preparando a futuros profesores para integrar tecnología Preparing future teachers to integrate technology in education Petra Fisser University of Twente The Netherlands Wim de Boer VVOB05/04/12 Title: to modify choose View then and Jo Tondeur, 1 Natalie Pareja & Joke Voogt Heater and footer
  2. 2. Marco Teórico (theoretical framework) Initial Teacher Training can affect beginning teachers’ adoption of technology (e.g. Drent & Meelissen, 2008) BUT: technology seems under-used by beginning teachers (e.g. Bullock, 2004)  insufficient access to technology (Russell et al., 2003)  lack of time (Eifler, et al., 2001)  lack of skills (Thompson et al., 2003)  lack of experience (Starkey, 2010)
  3. 3. Marco Teórico (theoretical framework) Mishra en Koehler (2006)
  4. 4. Technological (ICT) Knowledge •Skills necessary to operate particular technologies •The ability to learn and adapt to new technologies •A functional understanding of technologiesPedagogical knowledge Content or Subject matter•Students’ prior knowledge knowledge•How to use resources •Knowledge of central facts,•Classroom management concepts, theories &•Lesson plan development procedures & implementation •Explanatory frameworks•Student evaluation •Evidence for proof
  5. 5. Technological pedagogical Technological ContentKnowledge: Knowledge:How pedagogies change How subject matter changesbecause of ICT (or how ict can because of ICT (or how ictsupport pedagogy) can support subject matter!) Pedagogical Content Knowledge: How particular aspects of subject matter are organized, adapted and represented for instruction
  6. 6. Un pequeño juego... (a little game) Understanding TPACK Make groups of 4 to 5 people Lets play!
  7. 7. Un enfoque longitudinal (Longitudinal approach)2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 ITT: Year 1 ITT: Year 2 ITT: Year 3 In service: Year 1 In service: Year 2 Study 1 Study 2
  8. 8. Primer Estudio (Study 1) To identify approaches adopted by ITT to prepare Aim BT for technology integration Objetivos Method Case study in 3 ITT in Flanders Método Semi-structured interviews with head of department and ICT-coordinator ProcedureProcedimiento Focus groups with pre-service teachers and teacher educators
  9. 9. Resultados del Primer Estudio (Results Study 1) The vision of the three teacher education institutions is in transition: moving from ICT as a separate course (TK) towards a more integrated approach of embedding ICT within the courses (TPACK) Los tres institutos avanzan hacia un enfoque más integrado (TPACK)
  10. 10. ITT2: From TK to TCKITT1: From TK to… ITT3: From TK to TPK
  11. 11. Resultados del Primer Estudio (Results Study 1)“Fracasamos en utilizar con propóitos educativos el talento que estosestudiantes ya tienen sobre TIC”(“We fail to use the ICT talents these students already have in their dailylives, for educational matters”)[Teacher educator S2]“ Una comparación es: si tu sigues una clase en francés y después se tepide que des clases en francés. No funciona”(“A comparison is: you take one lesson in French and then you aresupposed to give lessons in French. It doesn’t work”)[ICT coordinator S2]
  12. 12. Un enfoque longitudinal (Longitudinal approach)2007-2008 2008-2009 2009-2010 2010-2011 2011-2012ITT: Year 1 ITT: Year 2 ITT: Year 3 In service: In service: Year 1 Year 2 Study 1 Study 2
  13. 13. Segundo Estudio (Study 2) To explore how BT from the same ITT integrate technology in their first years of teaching Aim To examine the factors that contributed and/or hinderedObjetivos technology integration To analyze the extent to which ITT influenced the ways in which BT integrate technology. Exploratory study : Phone InterviewsMethodMétodo Case studies: In-depth interviews + Autobiographies
  14. 14. Perfil de los profesores principiantes (beginning teachers’ profile) Use of Working Access to Influence ITT Grade Level technology experience technology of ITT for teachingBT1 ITT 2 1 month 6th grade Yes Yes Yes - Large 5th + 6th grade +BT2 ITT 2 15 months ICT coordinator Yes Yes Yes - Large 2nd + 4th grade +BT3 ITT 2 3 months special education Yes Yes Yes 5th garde +BT4 ITT 2 15 months language support Yes Yes Yes - LargeBT5 ITT 2 10 months 4th grade Yes Yes Yes - LargeBT6 ITT 1 15 months 3rd + 4th grade No No YesBT7 ITT 3 15 months 2nd grade Yes Yes No
  15. 15. Factores asociades con el uso de technología (factors associated with technology use) Facilitating factors: Hindering factors: Access to technology Classroom management in the classroom Time (to plan and to set up) Support (ICT coordinator) Technical problems School culture“If you already have a beamer or a “I always thought: I will integrate ICT intodigital board in your classroom, then my lessons as much as possible. But that isyou are stimulated to use it in any terribly difficult, because you need to findcase” (BT2) the right moments to apply it and to use it” (BT5)
  16. 16. Por qué los profesores principiantes usan tecnología?(why did the beginning teachers use technology?) It is easy to use / affords new (educational) possibilities“I do believe it has some extra value, yes. I think you can work moreefficiently, you loose less time” (BT1) It is part of children’s daily experience: Children are familiar with technology Children are motivated to use technology Children are expected to use technology“It is the trend of recent years, right? ICT is increasingly being used, orwill be increasingly used, in primary schools” (BT2)
  17. 17. Qué tecnologías usan los profesores principiantes?(What technologies did they use?) E-BOOKS AUDIO MATERIAL DIGITAL BOARD Films EDUCATIONAL SOFTWARE INTERNET COMPUTERS GAMES PICTURES BEAMER
  18. 18. Para qué usan tecnologías los profesores principiantes?(Why did they use technologies?) To demonstrate, clarify, explain (digital board, e-books, beamer, pictures, photographs, power point, films, audio material) To search for information (Internet) To exercise / reinforce (educational software, games, audio material) To entertain (News for children, educational software, games) To develop (technical) skills (write a letter on Word, make presentations on PPT) To assist children with special needs (educational software, games) To give feedback (digital board)
  19. 19. Percepciones acerca de las contribuciones de laformación inicial (perceived contribution of the ITT) Overview of different types of technologies and its possibilities (e.g., audio material, pictures, interactive Excel, hot potatoes, digital board, etc.) “Many opportunities, many examples of which ICT you can use” (BT6) (Concrete) Examples of how to use technology “I believe that I am well prepared for the use of various types of ICT” (BT6) Motivation to use all sorts of media “Because the training we received, showed us that it [technology] is in the world and minds of the children themselves” (BT3)
  20. 20. Sugerencias para la formación inicial(Suggestionis for initial teacher training) “Hands-on” activities “But we have not really learned to work with it [technology]. Once [we had] a demonstration session, and that was all” (BT1) Authentic tasks “It [the training] was often directed at us. But not in a way that we could use it [technology] with students” (BT6) Technical skills “Maybe offer a little more technical support. Hence: how can we solve problems” (BT2) How and where to find (useful) educational resources
  21. 21. Conclusiones y desafíos (conclusions and challenges) Efforts to integrate technology in ITT have had a positive influence on BT (perceived) preparation. ITT provided an overview of different types of technologies and its possibilities. ITT motivated BT to use (diverse types of) technology However:  How to provide future teachers with authentic tasks (TPACK)?  How to help future teachers to make more innovative uses of technology?  How to bridge the gap between what BT learned in ITT and the specific characteristics of the school context?  How to strengthen the links between pre-service and in-service training?
  22. 22. Gracias! Thank you! Dank je wel!Our team:Jo Tondeur & Natalie Pareja Roblin(Ghent University, Flanders, Belgium)Petra Fisser & Joke Voogt(University of Twente, the Netherlands) Petra Fisser: p.h.g.fisser@utwente.nl

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