Symposium on TPACK at SITE 2014
TPACK is recognized by many as a useful conceptual framework to help define the knowledge base teachers’ need to know to effectively integrate technology in their educational practice. However, determining whether teachers indeed have developed the knowledge and skills required for effective technology integration – or in short whether they have developed TPACK – is a much more complicated issue. This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report instruments) and the artifacts they produce.
In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. In this symposium we discuss different artifacts (pre-service) teachers produce in order to demonstrate that they have TPACK. In the symposium different artifacts will be discussed, such as lesson plans and video clips that show technology use in classroom practice. The symposium deals with the potential and restrictions of artifacts as indicator for technology integration, the assessment of artifacts and the relation with other TPACK measures, such as the TPACK survey from Schmidt et al. (2010). Examples from different educational contexts will be presented and discussed.