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.
21st Century Skills & TPACK (English version)Petra Fisser
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een keynote presentatie over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008) introduced Technological Pedagogical Content Knowledge as a conceptual framework to describe the knowledge base teachers need for effective teaching with technology. This symposium aims to present successful strategies to develop Technological Pedagogical Content Knowledge (TPACK) as emerged from several studies in different countries around the world. Based on the studies, and a further in-depth analysis of the data we tried to further uncover the conceptual understanding and the empirical validation of the TPACK framework. Active collaboration of teachers seems to be an effective way to develop TPACK, but the question remains how TPACK as a conceptual framework can be understood.
The TPACK framework has been used to prepare prospective science teachers at the Public Authority of Applied Education and Training (PAAET) in Kuwait for technology integration in education. Prospective science teachers worked in teams to design a technological solution for a pedagogical problem that teachers usually face. Prospective science teachers were separated in two groups. The first group was coached by technology, pedagogy, and content experts (human support condition). The second group (blended support condition) was supported by using a blended approach, by which they had access to an online portal with different tutorials and examples and they also had the opportunity to meet with the technology, pedagogy and content experts whenever needed. From the literature there is strong evidence that a positive teacher attitude towards technology plays a critical role in the success of the technology integration process, but only a positive attitude to use technology in education is pointless if it is not supported with the necessary skills to use technology (Christensen & Knezek, 2008). In a pre-test post test design data were collected of prospective science teachers’ attitude toward ICT, their ICT skills, and their TPACK. The study showed that the attitude towards ICT, Technological Knowledge (TK) and technological skills were increased. This implies that the prospective teachers became more competent and confident in using technology. It was also found that there was significant growth in TPACK. However, it was found that the blended support condition had a higher increase in their Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK), and their attitude toward computer as a tool for productivity and enjoyment compared to the human support condition. This indicates that the blended approach for supporting design teams could be a suitable method to enhance the development of TPACK.
2014-03-20 Fisser Strijker Muller SITE PLD3Petra Fisser
The opportunities for adaptive and personalized learning are promising. The project "Linked Data", which was carried out in 2013, combines the common core curriculum for several subjects, the items from the national final secondary school examinations and its test and item analysis (TIA), and the learning materials from several educational publishers and open educational resources. A web-based tool was developed in which the linked data can be shown graphically in relation to examination scores from students who practice their knowledge and skills on previous examinations. The study examines whether the web-based tool with the linked data results in a) a sufficient overview for the teachers and students of how the students scored, b) if this leads to actions by the teachers to give more personalized and adaptive guidance, and c) if this offers the students support to work independently on their personalized learning path.
21st Century Skills & TPACK (English version)Petra Fisser
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een keynote presentatie over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008) introduced Technological Pedagogical Content Knowledge as a conceptual framework to describe the knowledge base teachers need for effective teaching with technology. This symposium aims to present successful strategies to develop Technological Pedagogical Content Knowledge (TPACK) as emerged from several studies in different countries around the world. Based on the studies, and a further in-depth analysis of the data we tried to further uncover the conceptual understanding and the empirical validation of the TPACK framework. Active collaboration of teachers seems to be an effective way to develop TPACK, but the question remains how TPACK as a conceptual framework can be understood.
The TPACK framework has been used to prepare prospective science teachers at the Public Authority of Applied Education and Training (PAAET) in Kuwait for technology integration in education. Prospective science teachers worked in teams to design a technological solution for a pedagogical problem that teachers usually face. Prospective science teachers were separated in two groups. The first group was coached by technology, pedagogy, and content experts (human support condition). The second group (blended support condition) was supported by using a blended approach, by which they had access to an online portal with different tutorials and examples and they also had the opportunity to meet with the technology, pedagogy and content experts whenever needed. From the literature there is strong evidence that a positive teacher attitude towards technology plays a critical role in the success of the technology integration process, but only a positive attitude to use technology in education is pointless if it is not supported with the necessary skills to use technology (Christensen & Knezek, 2008). In a pre-test post test design data were collected of prospective science teachers’ attitude toward ICT, their ICT skills, and their TPACK. The study showed that the attitude towards ICT, Technological Knowledge (TK) and technological skills were increased. This implies that the prospective teachers became more competent and confident in using technology. It was also found that there was significant growth in TPACK. However, it was found that the blended support condition had a higher increase in their Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK), and their attitude toward computer as a tool for productivity and enjoyment compared to the human support condition. This indicates that the blended approach for supporting design teams could be a suitable method to enhance the development of TPACK.
2014-03-20 Fisser Strijker Muller SITE PLD3Petra Fisser
The opportunities for adaptive and personalized learning are promising. The project "Linked Data", which was carried out in 2013, combines the common core curriculum for several subjects, the items from the national final secondary school examinations and its test and item analysis (TIA), and the learning materials from several educational publishers and open educational resources. A web-based tool was developed in which the linked data can be shown graphically in relation to examination scores from students who practice their knowledge and skills on previous examinations. The study examines whether the web-based tool with the linked data results in a) a sufficient overview for the teachers and students of how the students scored, b) if this leads to actions by the teachers to give more personalized and adaptive guidance, and c) if this offers the students support to work independently on their personalized learning path.
21st Century Skills & TPACK (Workshop)Petra Fisser
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een workshop over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
TPACK/TPCK - is it the model for designing learning in the digital age?Vanguard Visions
TPACK/TPCK is it the model for designing learning in the digital age.
Webinar to discuss whether TPACK/TPCK - is it the model for designing learning in the digital age?
This presentation focuses on technology integration and the effective use of the ET in DoDEA classes based on a framework created by Punya Mishra and Michael Koehler of Michigan State University.
TPACK integration in teacher education: A case study in educational institut...Vrije Universiteit Brussel
The aim of this study was to explore the ways in which teacher education institutions prepare pre-service teachers for integrating ICT in their classroom practice. Specifically, a multiplecase study was conducted to examine the ways in which the development of TechnologicalPedagogical Content Knowledge (TPACK) was promoted in the existing curriculum of threeteacher education institutions in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus groupdiscussions collected the perspectives of pre-service teachers and teacher educators. Theresults indicate that 1) the three institutions are moving from ICT as a “stand-alone” coursetowards embedding ICT across the curriculum and 2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understandingthe place of ICT in the curriculum. The discussion will focus on the challenges andopportunities inherent in understanding how to develop pre-service teachers’ TPACK in thecurriculum of teacher education institutions.
TPACK development in teacher design teams: assessing the perceived and observ...Ayoub Kafyulilo
This paper was presented at the Society for Information Technology in Teachers Education In New Orleans (Louisiana) USA. An international conference held from 25th to 29th March 2013.
Teacher design teams can be an effective way to promote the (re)design of curriculum materials in the context of blended learning in higher education. In this workshop, participants (educators, department heads, researchers,…) are introduced to the four-step procedure to blended learning. This procedure was developed during a professional development project by a community of practitioners (see www.ictdesignteams.be for more information). The workshop consists of three parts: first a short introduction of the project and the ICT design teams; then TDT's will be formed (under the guidance of the workshop leaders). Each TDT redesigns a particular case of 'traditional' learning into a blended design. The workshop will end with a group-reflection on the four-step approach and working in TDT's. No prior experience is expected from the workshops participants. The workshop should be interesting for any stakeholder in higher education involved in the process of integrating blended learning into the curriculum.
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.
Technology, Pedagogy And Content Knowledgeteacherlara247
This is an interactive training in TPACK (technology, pedagogy and content knowledge: Mishra and Koehler, 2006) I did for a local university faculty retreat.
Also within are links to Karl Fleisch\'s "Did You Know?" versions from teachertube.
Educational research and innovation:
the case of technology integration
I am currently working as a researcher at Ghent University (Belgium) where I have been member of the Department of Educational Studies since 2003. My research interests are in the field of instructional design and educational innovation. Most of my work focuses on ICT integration in teaching and learning processes and how this can be associated with teacher and school characteristics. This encompasses the idea that innovations should be situated within the wider
field of school improvement. In more recent work, I am especially interested in exploring the interplay between (ICT) innovations and professional development. Also in this area I investigate themes at the individual level, e.g. educational beliefs, and at school level, e.g. leadership. You can find more information on my Academia profile: http://ugent.academia.edu/JoTondeur
During the presentation I will focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of technology use in education. Differential types of technology use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies. Moreover I would also like to discuss the interplay between pre/in-service training and ICT-integration in education.
Organised by the Institute of Education and Society (InES)
For further information please contact Post-doc Research associate: frederik.herman @uni.lu
21st Century Skills & TPACK (Workshop)Petra Fisser
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een workshop over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
TPACK/TPCK - is it the model for designing learning in the digital age?Vanguard Visions
TPACK/TPCK is it the model for designing learning in the digital age.
Webinar to discuss whether TPACK/TPCK - is it the model for designing learning in the digital age?
This presentation focuses on technology integration and the effective use of the ET in DoDEA classes based on a framework created by Punya Mishra and Michael Koehler of Michigan State University.
TPACK integration in teacher education: A case study in educational institut...Vrije Universiteit Brussel
The aim of this study was to explore the ways in which teacher education institutions prepare pre-service teachers for integrating ICT in their classroom practice. Specifically, a multiplecase study was conducted to examine the ways in which the development of TechnologicalPedagogical Content Knowledge (TPACK) was promoted in the existing curriculum of threeteacher education institutions in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus groupdiscussions collected the perspectives of pre-service teachers and teacher educators. Theresults indicate that 1) the three institutions are moving from ICT as a “stand-alone” coursetowards embedding ICT across the curriculum and 2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understandingthe place of ICT in the curriculum. The discussion will focus on the challenges andopportunities inherent in understanding how to develop pre-service teachers’ TPACK in thecurriculum of teacher education institutions.
TPACK development in teacher design teams: assessing the perceived and observ...Ayoub Kafyulilo
This paper was presented at the Society for Information Technology in Teachers Education In New Orleans (Louisiana) USA. An international conference held from 25th to 29th March 2013.
Teacher design teams can be an effective way to promote the (re)design of curriculum materials in the context of blended learning in higher education. In this workshop, participants (educators, department heads, researchers,…) are introduced to the four-step procedure to blended learning. This procedure was developed during a professional development project by a community of practitioners (see www.ictdesignteams.be for more information). The workshop consists of three parts: first a short introduction of the project and the ICT design teams; then TDT's will be formed (under the guidance of the workshop leaders). Each TDT redesigns a particular case of 'traditional' learning into a blended design. The workshop will end with a group-reflection on the four-step approach and working in TDT's. No prior experience is expected from the workshops participants. The workshop should be interesting for any stakeholder in higher education involved in the process of integrating blended learning into the curriculum.
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.
Technology, Pedagogy And Content Knowledgeteacherlara247
This is an interactive training in TPACK (technology, pedagogy and content knowledge: Mishra and Koehler, 2006) I did for a local university faculty retreat.
Also within are links to Karl Fleisch\'s "Did You Know?" versions from teachertube.
Educational research and innovation:
the case of technology integration
I am currently working as a researcher at Ghent University (Belgium) where I have been member of the Department of Educational Studies since 2003. My research interests are in the field of instructional design and educational innovation. Most of my work focuses on ICT integration in teaching and learning processes and how this can be associated with teacher and school characteristics. This encompasses the idea that innovations should be situated within the wider
field of school improvement. In more recent work, I am especially interested in exploring the interplay between (ICT) innovations and professional development. Also in this area I investigate themes at the individual level, e.g. educational beliefs, and at school level, e.g. leadership. You can find more information on my Academia profile: http://ugent.academia.edu/JoTondeur
During the presentation I will focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of technology use in education. Differential types of technology use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies. Moreover I would also like to discuss the interplay between pre/in-service training and ICT-integration in education.
Organised by the Institute of Education and Society (InES)
For further information please contact Post-doc Research associate: frederik.herman @uni.lu
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
2014_09_15 EIA & British Council Policy Seminar: Findings from DFID review of...Tom Power
What's the evidence that the use educational technology by teachers or students, improves teaching practice or learning outcomes, in international development contexts?
Presentation of the findings from the DFID topic guide on educational technology, for the EIA & British Council policy seminar, Dhaka.
Digitale vaardigheden horen thuis in de vaste kern van het onderwijs volgens Platform Onderwijs2032. Het gaat daarbij om een combinatie van ICT-(basis)vaardigheden, computational thinking, informatievaardigheden en mediawijsheid. Uit onderzoek blijkt dat er in het huidige Nederlandse curriculum voor basis en voortgezet onderwijs weinig aandacht, richting en stimulans voor de integratie van de 21e eeuwse vaardigheden is. Ook in de praktijk komen de vaardigheden nog weinig doelgericht en structureel aan de orde. Leraren voelen zich onvoldoende toegerust om de vaardigheden vorm te geven in het onderwijs. Dit geldt voor alle 21e eeuwse vaardigheden, maar in het bijzonder voor probleemoplosvaardigheden, creativiteit en digitale geletterdheid. Leraren hebben behoefte aan houvast, vooral in de vorm van professionalisering, lesmateriaal en goede praktijkvoorbeelden. Het afgelopen jaar is gewerkt aan verdere concretiseringen van de vaardigheden in de vorm van beschrijvingen en voorbeeldlesmaterialen. Tijdens deze sessie willen wij graag met lerarenopleiders onderzoeken in hoeverre de huidige uitwerkingen van digitale geletterdheid geschikt zijn voor lerarenopleidingen, op welke manier de materialen aangepast kunnen worden zodat zij een plek kunnen krijgen binnen de lerarenopleidingen (en hier ook daadwerkelijk aan werken tijdens de sessie) en willen we inventariseren welke partners we hier nog meer voor nodig hebben.
Computational thinking is - als onderdeel van digitale geletterdheid - een van de 21e eeuwse vaardigheden die een plek zouden moeten krijgen in het onderwijs (Thijs, Fisser & van der Hoeven, 2014). Computational thinking is een verzameling van denkprocessen waarbij probleemformulering, gegevensorganisatie, -analyse en -representatie worden gebruikt voor het oplossen van problemen met behulp van ICT-technieken en -gereedschappen. Het doel is het (her)formuleren van problemen op een zodanige manier dat het mogelijk wordt om een computer of andere technologieën te gebruiken om het probleem op te lossen. Het gaat hierbij om een combinatie van onder meer probleemoplosvaardigheden en programmeren, maar ook om het vermogen om te gaan met open problemen, het kunnen communiceren en samen te werken om een gezamenlijk doel te bereiken en het hebben van doorzettingsvermogen bij lastige en open problemen. Tijdens dit symposium wordt computational thinking verder toegelicht, zowel vanuit de literatuur, vanuit leerplankundig oogpunt als vanuit de praktijk van lerarenopleidingen en scholen.
Workshop Integratie van ICT in natuur- en techniekonderwijsPetra Fisser
Twente’s got Talent.. Integratie van ICT in natuur- en techniekonderwijs
In deze workshop:
- Zelf ervaren hoe het is om te werken in een DOT
- Wat we normaal in 8 a 10 bijeenkomsten van 3 uur doen in 1 uur doorlopen aan de hand van ADDIE
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
Symposium at the 24th Annual International Conference of the Society for Information Technology & Teacher Education, 27 March 2013.
This symposium discusses several ways in which (pre-service) teachers‟ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the survey in two different pre-service teacher education contexts: The US and the Netherlands. The third study triangulates findings from the TPACK survey with other instruments to better understand teachers‟ development of TPACK that resulted from teachers‟ collaborative design of technology integrated lessons. The last contribution focuses on measuring transfer of TPACK, as it studies how beginning teachers, who had TPACK training during their pre-service education, demonstrated TPACK in their practice. Similarities and differences in the ways TPACK were measured and its implications will be discussed.
2013-03-26 Learning vocabulary through a serious gamePetra Fisser
This study explored the effect of a serious game on the vocabulary of K4-6 students in primary education. 206 students and 10 teachers used the serious game ‘Word Score 2’ during vocabulary lessons in three different conditions: (a) online game and vocabulary instruction, (b) online game only, and (c) paper game and vocabulary instruction. In every condition students’ vocabulary was tested before, directly after and four weeks after the lessons took place. Additionally a student questionnaire and teacher interview regarding their experiences has been employed. Results show a significant learning effect for conditions in which teachers used vocabulary instruction additional to the game (both paper and digital). Comparison between the three conditions showed the highest learning effect on both the post- and retention test was achieved by students that played the online game and received the corresponding instruction. Teachers were excited about students’ performance and enthusiasm. All teachers thought Word Score 2 fit their usual program and would be willing to replace the conventional vocabulary method.
Presentation about TPACK for the teacher preparation program in Shell, Ecuador. With acknowledgements to Natalie Paraja Roblin for the Spanish translation.
The Roundtable is about Word Score, a serious game designed to increase the vocabulary of pupils in upper primary school in the Netherlands. Word Score was used during a national project called Educational Time Extension, in which class time is extended outside scho...ol hours with the aim of increasing learning results of under-performing pupils. The study showed that the use of Word Score can be used effectively during Educational Time Extension. The vocabulary of the pupils who played the game significantly increased. The experiences of both pupils and teachers were very positive. The pupils liked to play Word Score and the teachers were very enthusiastic about the game and the results of the pupils.
Rondetafelbijeenkomst tijdens de ORD 2011 met presentatie van onderzoeksresultaten tot nu toe rondom het ontwikkelen van TPACK door middel van docentontwerpteams en het meten van TPACK.
Teachers’ beliefs, practices and attitudes are important for understanding and improving educational processes, because they are closely linked to teachers’ challenges in their daily professional life. Self-efficacy (Bandura, 1977) seems to play a major role in this. In this study we look at teachers' self-efficacy towards the domain of science education and towards technology integration in this domain. Since most students who enter pre-service elementary school training in the Netherlands graduated from secondary school without science-related courses, many lack any foundational science knowledge. This contributes to their (absence of) confidence to teach science, and it also delimits their science-teaching related PCK. In a recent study Fisser, Ormel and Velthuis (submitted) measured teachers' beliefs, attitudes and self-efficacy in relation to science education in primary education, based on a Dutch version of the Science Teaching Efficacy Belief Instrument (STEBI) (Riggs & Enochs, 1990). The results for the pre-service teachers showed that the more pre-service teachers have the opportunity to experience actual teaching in the science domain, the higher the sense of self-efficacy is. Combining science education with technology integration offers even more challenges for teachers. Measuring teachers’ self-efficacy towards technology integration will be done by using a Dutch version of the TPACK survey (Schmidt et al., 2009). This survey will be complimented with the STEBI survey and, because the TPACK survey does not take into account teachers’ beliefs and attitudes towards technology, questions related to the attitude of teachers towards using technology in education will be added. The combined TPACK-STEBI survey will be distributed to Dutch pre-service primary education students and the results will be presented at the SITE symposium.
Taaltreffers (“Word Score”) is an online serious game intended to increase the vocabulary of pupils in primary schools in the 10-12 age range. The game and the additional materials are designed with the model of Verhallen and Verhallen, in which words are presented in four stages: activating previous knowledge, explaining new words, consolidating new words and testing if the words are part of the daily vocabulary. The game has been piloted at ten schools and the evaluation shows that the vocabulary of the students has increased significantly after playing the game.
Op de ADEF ICT conferentie van 9 december 2010 verzorgde Petra Fisser een workshop over TPACK. Tijdens deze workshop leerden de deelnemers onder andere door middel van een spel een keuze voor digitale middelen te maken, waarbij de vak(-didactiek) centraal stond. Daarnaast werd er gediscussieerd over de relatie tussen TPACK en de Kennisbasis ICT.
Op 24 en 25 november 2010 organiseerde I&I haar jaarlijkse conferentie. Op 24 november verzorgden Petra Fisser en Erik Bolhuis een workshop over TPACK. Tijdens deze workshop leerden de deelnemers onder andere door middel van een spel een keuze voor digitale middelen te maken, waarbij de vak(-didactiek) centraal stond.
Op vrijdag 12 november organiseerde de Vereniging Lerarenopleiders Nederland (VELON) hun jaarlijkse studiedag met dit jaar als thema "de kwaliteit van de professie". Tijdens het ochtendprogramma verzorgde Joke Voogt een workshop over TPACK. Tijdens deze workshop leerden de deelnemers onder andere door middel van een spel een keuze voor digitale middelen te maken, waarbij de vak(-didactiek) centraal stond.
Op 9 maart organiseerde de Vereniging Lerarenopleiders Nederland (VELON) hun jaarlijkse conferentie. Petra Fisser gaf een presentatie over de literatuurstudie naar TPACK die zij samen met Joke Voogt en Jo Tondeur uitvoerde.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. TPACK Symposium
“Artifacts demonstrating
teachers’ technology
integration competencies”
Joke Voogt, Petra Fisser, Johan van Braak, Liesbet Verplanken,
Maaike Heitink, Ayoub Kafyulilo, Douglas Agyei, Matthew J.
Koehler, Joshua Rosenberg, Spencer Greenhalgh, Andrea
Zellner, Punya Mishra, Denise Schmidt-Crawford
SITE, 19 March 2014
2. International symposium
O 2010: Strategies for teacher professional
development on TPACK
O 2011: Teachers’ assessment of TPACK:
Where are we and what is needed?
O 2012: Developing TPACK around the world:
Probing the framework even as we apply it
O 2013: Measuring TPACK
O 2014: Artifacts demonstrating teachers’
technology integration competencies
5. Part 1
O Introduction to the symposium – Joke Voogt
O The potential of video clips to demonstrate TPACK
Petra Fisser, National Institute for Curriculum Development, the
Netherlands, Joke Voogt, University of Amsterdam/ Windesheim
University of Applied Sciences, The Netherlands, Johan van Braak &
Liesbet Verplanken, Ghent University, Belgium, Maaike Heitink,
University of Twente, the Netherlands
O Developing TPACK through Learning Outcomes: The Case of Pre-Service
Mathematics Teachers in Ghana
Douglas Agyei, University of Cape Coast, Ghana, Joke Voogt, University
of Amsterdam/ Windesheim University of Applied Sciences, The
Netherlands
O Discussion with the Audience
6. Part 2
O Introduction to the symposium – Joke Voogt
O Developing technology integration knowledge and skills of the pre-
service and in-service teachers through collaborative design in teams
Ayoub Kafyulilo, Dar es salaam University College of Education,
Tanzania , Petra Fisser, National Institute for Curriculum Development,
The Netherlands, Joke Voogt, University of Amsterdam/ Windesheim
University of Applied Sciences, The Netherlands
O Can portfolio-based assessments demonstrate teachers’ TPACK?
Matthew J. Koehler, Joshua Rosenberg, Spencer Greenhalgh, Andrea
Zellner, Punya Mishra, Michigan State University
O Discussant: Denise Schmidt-Crawford
O Discussion with the Audience
7.
8. Joke Voogt (UvA/
Windesheim)
Johan van Braak (UG)
Liesbet Verplanken (UG) Maaike Heitink (UT)
Amber Walraven (ITS) Petra Fisser (SLO)
The team
8SITE 2014
9. The reason for the study
0 A teacher’s technology integration depends on TPACK
(knowledge and skills), beliefs and experiences
0 Is often determined by self report measures in large
scale surveys
Or
0 Through observations is small-scale studies
SITE 2014 9
10. Purpose of the study
0 To explore the potential of videoclips to determine
teachers’ competency to integrate technology in a
sound way
0 Combining the depth of observations with a
reasonable large sample
SITE 2014 10
11. A teacher’s technology
integration competency
0 Competency : the integration of knowledge, skill and attitude
0 Constitutes of the knowledge and skills (TPACK) , beliefs, self
efficacy and experiences of teachers
0 Can be demonstrated by the wau a teacher acts in the
classroom (pedagogy) with respect to technology and the
capability to reason professionally about his/ her acting.
Brief
0 We wanted to know how teachers integrate technology and why
they do what they do
SITE 2014 11
12. • Knowledge & Skills (TPACK)
• Experiences
• Beliefs
• Self efficacy
Professional
Reasoning
Characteristics of
the
teaching/learning
practice
Contribution to
effective teaching
& learning
Context
Technology Integration Competency
Why a teacher
acts this way.
How a teacher
designs his/her
practice
…concerning
techhnology in
education
SITE 2014 12
The Analysis Model
14. Characteristics of effective teaching
0 Classroom management
0 Time on task
0 Well organized learning environment
0 Clearly structured teaching
0 Fostering active learning
0 Challenging and engaging
0 Fostering collaboration and respect betweenstudents and teachers
0 Learning to learn
0 Providing feedback/ formative assessment
0 Summative assessment
0 Time to practice
0 Learning resources
0 Personalized learning
0 Learning in authentic settings
Scheerens, 2008; Dede, 2000; Voogt, 2008; Ertmer, 2012
SITE 2014 14
15. • Knowledge & Skills (TPACK)
• Experiences
• Beliefs
• Self efficacy
Professional
Reasoning
Characteristics of
the
teaching/learning
practice
Contribution to
effective teaching
& learning
Context
Technology Integration Competency
Why a teacher
acts this way.
How a teacher
designs his/het
practice
…concerning
techhnology in
education
SITE 2014 15
The Analysis Model
16. Research Questions
0How can the examples be characterized
in terms of effective teaching and
learning with technology?
0How can teachers’ professional
reasoning related to technology
integration be characterized?
SITE 2014 16
17. Method
0 Teachers were invited to submit videocases (N=157)
0 According to a protocol (introduction – practice –
reflection)
0 Each videocase is about 10-12 minutes
0 Additional questionnaires TPACK-core, ICT skills,
Beliefs (N=129) linked to the videocases
0 We checked the characteristics of our sample with a
national benchmark
SITE 2014 17
18. Observation checklist
SITE 2014 18
0 The context
0 Hard- & software
0 Characteristics of teaching/learning
activities
0 Curriculum characteristics
0 Grouping
0 Teacher role
0 Student role
0 Who’s in control
0 Assessment/ Feedbacke
0 Technology integration
0 Fit (TPACK)
0 Non-essential, supportive, essential use of
technology
0 Added value
0 Fit (TPACK)
0 Student characteristics
0 Learning processes
0 Goals
0 Curriculum
0 Instruction
0 Interaction
0 Costs & Benefits
0 Monitoring student
learning
Professional Reasoning
about
Teaching and learning
practice (observed)
19. Fit
(professional reasoning & practice)
0 Fit: the technology strengthens the content,
pedagogy, or both
0 Scoring:
0 No fit
0 The technology strengthens the content
0 The technology strengthens the pedagogy
0 The technology strengthens the content & the
pedagogy
Match: They do what they say
professional reasoning ≈ practice
20. Example
0 Video: Using an interactive white board and digital
pictures to foster speaking skills during circle time in
Kindergarten
SITE 2014 20
21. Scoring observed teaching practice
(partly)
Curriculum characteristics
0 Authentic setting
Grouping
0 Whole classroom teaching
Teacher role
0 Guide
Student role
0 Executor & Listener
Fit
0 The technology strengthens the content & the
pedagogy
Use
0 Supportive use SITE 2014 21
22. Scoring Professional reasoning about
(partly)
Added value
0 Motivating
0 Effective
Fit
0 The technology strengthens the content & the pedagogy
Learning processes
0 How technology helps students learn
SITE 2014
Match
professional reasoning ≈ practice
23. Results
In only half of the cases we observed a match between professional
reasoning and actual practice
Practice:
0 The videocases showed a limited perspective on technology integration
competency
0 Technology use is mainly supportive but not essential in the teaching
learning/process
0 Mainly focused on teacher-centered education
0 ICT is hardly being used in authentic settings, learning to learn, ( formative)
assessment
Professional reasoning:
0 Teachers had limited language to reason about technology use
0 Facilitating learning processes
0 Realization of goals
0 Motivating students
SITE 2014 23
24. Conclusions
Indicators for technology integration competency are:
0 Technology is used to strengthen effective teaching
0 Technology is essential for realizing effective teaching
0 Match between TPACK (reasoning) & TPACK (practice)
Technology integration is more than TPACK, but being
able to demonstrate TPACK in practice and reason
about TPACK is an important indicator of a
technology integration competency
SITE 2014 24
25. Next Steps
Using a selection of the video cases to develop an
interactive module for (pre-service) teachers to help
them move to a pedagogy that fosters effective
education in which technology is essential to realize
effectivity
SITE 2014 25
26. You want to know more?
Email us
0 Joke Voogt: j.m.voogt@uva.nl
0 Petra Fisser: p.fisser@slo.nl
SITE 2014 26
27. Douglas Agyei
Department of Science & Mathematics Education
University of Cape Coast, Ghana
&
Joke Voogt
Research Institute of Child Development and Education
University of Amsterdam,, The Netherlands
27
28. Poor student achievements (in mathematics)
High failure rate (More than 86% of failures to enter Tertiary
levels)
TIMSS 2003 & 2007 (43rd out of 44 & 46th out of 48)
Poor attitudes
Mathematics Teaching
Teacher-centred approach (Hardly any hands-on activities, Whole class
teaching Lots of notes being copied )
Low cognitive learning (Concept formation at a more abstract level, Heavy
emphasis on assessment)
28
29. A Longitudinal study to integrate technology in teaching
mathematics (Ghana)
Two case studies of Professional Development (PD) in 2009 and
2010
Integration of the PD arrangement into a regular mathematics–
specific IT course (2011)
TPACK Framework
ICT (spreadsheet) to promote in-depth maths concept formation
Activity-Based Learning (ABL) to make lesson less teacher-
centred
29
30. 30
Make use of existing ICT tools
(Spreadsheet-specific)
Active involvement of learners
(Activity Based Learning-ABL)
Explore connection between
spreadsheet, ABL pedagogy and
mathematical concept
TPACK Frame work -
Interconnection of content
pedagogy & technology (Mishra &
Koehler,2006)
31. Introductory workshop
(TDT,s, TPACK, Exemplary Materials, Co-plan activities,
Micro- teaching & Team discussions)
Design Period : Working in DT’s to:
- Identify mathematics topics (concept);
- Identify appropriate spreadsheet resources for the topic;
- Design & develop appropriate activities;
- Incorporate activities in lesson & planning instructional
strategy
Implementation
- Designed actual class teaching try-out (peers)
- Real classroom teaching
Role of Researcher: Consultative
31
32. Peer
Teaching
RealClassroomtry-outs
(SHS)
Lesson N(190) School Level N(225)
Lesson
Duration
(Min)
Distancebetweentwogivenpointsofaline(DBTGP) 32 A 1 43 40
QuadraticinPolynomialForm(QPF) 31 A 2 44 80
QuadraticinVectorForm(QVF) 34 B 2 36 80
TransformationbyaVector(TBV) 30 B 3 35 80
GraphsofLinearEquations(GLE) 31 C 1 25 40
TrigonometricFunctions(TRIG) 32 C 3 42 80
32
35. CALP Interview Observ.
Checklist
TPACK
Questionnaire
Instructional Plan ✓
Actual Classroom
Practices
✓
Self- Reported ✓ ✓
Assessment of the PD:
Explore whether and how Prospective teachers integrate
technology or demonstrate TPACK in their Learning Outcomes.
Compare Prospective teachers TPACK (Instructional, reported, observed)
Effect levels and data collection
Note: CALP (Criteria for Analyzing Lesson Plan) inspired by : Harris, Grandgenett and Hofer (2010).
Observation Checklist inspired by : ISTE (2008) and Schmidt et al (2009)
35
36. Quantitative Content Analysis (Berelson, 1952)
Categorizing and coding data based on TPACK (Koehler et al. 2007)
(Similar for Video data & Lesson Plans)
Points (marks) awarded based on CALP and observation
Checklist
Systematic quantitative Analysis (Mainly descriptive)
Intercoder reliability result using Cohen’s kappa (k)
0.91 – 0.93 (for Lesson plans)
0.79 – 0.81 (for observational data)
36
37. LESSON PLAN EXAMPLE
Objectives for Lesson:
The students will be able to:
discover how the slope affects the graph of a line
relate k to the y-intercept of a line
determine the equation of a line given a and k
INTRODUCTION (10 minutes)
The graph of linear function y = ax + k has several properties. In this lesson, activities
have been designed to enable you guide students to discover how the slope (a) affects…
Prepare students for the following activities (Activities 1 to 4) by organizing them in
Small groups (2 to 3 student per group). Assign specific role to students in the group
(as presenter, recorder, and leader). Start the lesson by giving each group the Students’
Worksheet.
PROCEDURE (55 minutes)
ACTIVITY 1: The graph of the linear function of the form
Using spreadsheet, prepare the graph of by setting and before
beginning the lesson on an overhead projector.
PK
TCK
37
38. ACTIVITY 2: Varying the value of (set k = 0)
Begin by using the spreadsheet to plot the graph of and let students
observe the changes in the graph as the value of changes from positive to negative.
Ask students to describe the changes in the line as the value of increases
(e.g.
Discuss group results with students. Some discussion points could
a) represent the slope/gradient of the graph
b) When = 0 we have a straight line passing through the x-axis ( ).
c) The graphs of positive values of increases from left to right
d) The graphs of negative values of decreases from left to right
e) As the absolute value of increases the line becomes steeper and vice versa.
TPK
CK
38
39. T P A C K
T K
Linear functions in the slope intercept form
39
40. Significant increases between pre- and post-test for all seven
components of TPACK survey( Effect Size between 0.7 and 2.38)
Improved Teachers’ Instructional Plan (TPACK mean scores)
observed with increasing number of teaching try-outs
Observed data (actual lesson enactment) particularly shows
challenges/difficulties faced by target teachers
40
41. 1. Problems exploring properties/nature of quadratics:
2. Problems exploring which graph is steeper:
Figure 2: a. Graph of: y = ax2
+ bx + k b. Graph of: y = mx + k
3. Difficulty reading mid points of two equations- “Zooming” allowed in-
depth investigation
4. Verifying graphical solution set (from the spreadsheets) - “Increase
decimal” button
41
44. Developed & improved teachers’ TPACK evident in all the data
sources
Learning outcomes (lesson plan & observed data) provided specific & concrete
representation of what they could do.
High score on expressed self-reported TPACK beliefs than
instructional and actual practices (Teachers show high score of
all components on TPACK survey ) – So & Kim, 2009
Teachers use of TPACK in practice differs from their planned
instruction
Difficulties/challenges associated with teachers’ use of technology are
pronounced more in their actual lesson enactment
A combination of Lesson plans and actual lesson enactmetment
is an effective way to assess TPACK but Self report is also a
necessity.
44
45. Douglas D. Agyei
Email: ddagyei@yahoo.com
Joke M. Voogt
Email: j.m.voogt@uva.nl
45
46.
47. DEVELOPINGTPACK OF PRE-SERVICE
AND IN-SERVICETEACHERSTHROUGH
COLLABORATIVE DESIGN INTEAMS
Ayoub C Kafyulilo, Dar es Salaam University College of Education,Tanzania
Petra Fisser, National Institute for Curriculum Development, the Netherlands
JokeVoogt, University of Amsterdam, the Netherlands
SITE (Jacksonville, FL)
19 March 2014
48. 11 December 2013: Collaborative design in teams
to develop science and mathematics teachers’
technology integration knowledge and skills
49.
50. INTRODUCTION
Initiatives to integrate technology in education in
Tanzania started in 1997
2007: integration of technology in teaching still
limited
Teaching of basic ICT skills (switching computers on and
off, word processing, basic internet applications)
Using the computer for secretarial and administrative
purposes
2010: hindering factors were analyzed
51. HINDERING FACTORS
Inadequate training and capacity, resulting in
underutilization of technology facilities
Lack of awareness of the affordances of technology
and how it can be used to address existing
challenges of teaching and learning
Lack of skilled teachers to implement a technology-
enhanced curriculum
Of all the factors, the inadequate training
and lack of skilled teachers to implement
technology-enhanced curriculum is crucial
inTanzania
52.
53. PROFESSIONAL DEVELOPMENT
Professional development arrangement
A workshop on TPACK
Collaborative design in teams
Lesson implementation,
Reflection on the implemented lessons
Lesson re-design
for pre-service and in-service teachers
54.
55. PROFESSIONAL DEVELOPMENT
Two important innovations for teachers in Tanzania
collaborative design in teams (offered as a professional
development arrangement) for developing technology
integration knowledge and skills
TPACK, which was adopted as a framework for
describing the pre-service and in-service teachers’
knowledge requirements for integrating technology into
their science and mathematics teaching
56. RESEARCH QUESTIONS
The effect of the professional development
arrangement on the development of technology
integration knowledge and skills
The impact of collaborative design in teams on the
development of technology integration knowledge
and skills
The factors that affect the continuous use of
technology in teaching after the professional
development arrangement has ended
57. RESEARCH QUESTIONS
The effect of the professional development
arrangement on the development of technology
integration knowledge and skills
The impact of collaborative design in teams on the
development of technology integration knowledge
and skills
The factors that affect the continuous use of
technology in teaching after the professional
development arrangement has ended
58. METHODOLOGY
Design-based research with 4 studies
1. 22 pre-service teachers
2. 12 in-service teachers
3. 20 in-service teachers from two schools
4. 42 in-service and pre-service teachers
59. RESULTS (1ST STUDY)
The adoption of collaborative design in team was
effective for the development of pre-service
teachers’ technology integration knowledge and
skills
Results from the pre-service teachers’ perceptions
and classroom observation showed a significant
difference between pre and post intervention
60. RESULTS (1ST STUDY)
The adoption of collaborative design in team was
effective for the development of pre-service
teachers’ technology integration knowledge and
skills
Results from the pre-service teachers’ perceptions
and classroom observation showed a significant
difference between pre and post intervention
61.
62. RESULTS (2ND STUDY)
Collaborative design in teams was adopted as the
main professional development arrangement for
the second study.
Significant increase in both observed and perceived
knowledge
The need for support emerged
63. RESULTS (2ND STUDY)
Collaborative design in teams was adopted as the
main professional development arrangement for
the second study.
Significant increase in both observed and perceived
knowledge
The need for support emerged
64. Observed classroom practices with technology
An example of interactive lesson was demonstrated by the biology team
through the video they made about first aid provision to a fainting
person
During this lesson, a teacher was seating behind the classroom with
students and acted like a fellow learner but a leader to the discussion.
He made groups of five and assigned tasks to each group,
Each group made a presentation of their task to the colleagues in the
classroom
There was a great debate between students from different groups which
was reflecting on the video
65. RESULTS (3RD STUDY)
Teachers’ collaborative lesson design in teams was
supported through
The availability of an expert
Collaboration guidelines
Exemplary lessons
Online materials
Teachers were able to develop technology
integration knowledge and skills better
66. RESULTS (3RD STUDY)
Teachers’ collaborative lesson design in teams was
supported through
The availability of an expert
Collaboration guidelines
Exemplary lessons
Online materials
Teachers were able to develop technology
integration knowledge and skills better
67. RESULTS (4TH STUDY)
Years/months after the professional development
To investigate the continuous use of technology in
teaching
Several variables were studied:
Personal factors
Institutional factors
Professional development factors
Technological factors
68. RESULTS (4TH STUDY)
Only a few teachers continued to integrate
technology in their teaching
Professional development did not have a direct impact
on the continuous use of technology
Access to technology, ease of use, and support from
the management does have a direct impact
Professional development is a prerequisite to start
thinking about technology integration
69. RESULTS (4TH STUDY)
Only a few teachers continued to integrate
technology in their teaching
Professional development did not have a direct impact
on the continuous use of technology
Access to technology, ease of use, and support from
the management does have a direct impact
Professional development is a prerequisite to start
thinking about technology integration
70. CONCLUSION - GENERAL
Collaborative design in teams is an effective
professional development arrangement
Teachers’ development of technology integration
knowledge and skills is higher when there is support
The long term impact is determined by the
professional development arrangement, teachers’
knowledge and skills, accessibility to technology, ease
of use of technology, and management support
71. CONCLUSION - ARTIFACTS
Several instruments were used
Self-reported & observable measures
Artifacts: videos, lesson plans, classroom practice,
simulations, presentations, etc.
72. CONCLUSION - ARTIFACTS
Professional development
does increase TPACK (as measured with the
instruments)
does not necessarily lead to continuous
technology use..
Professional development & “prove” with artifacts
alone is not enough!
73. HOW TO PROCEED?
Ayoub Kafyulilo, kafyulilo@duce.ac.tz
Petra Fisser, p.fisser@slo.nl
JokeVoogt, j.m.voogt@uva.nl
77. • Competencies
– (Europe): integrate knowledge and skills and attitude
– (USA): actual demonstration of skills learned
(competency-based education)
• Artifacts – video cases, lesson plans, collaborative
lesson design, portfolios
78. Key TPACK Themes to Remember
• International perspective of TPACK research
• “Context” is still very important to TPACK –
explain it well!
• Pedagogical approaches – (e.g., activity based
learning, collaborative design in teams)
• Concrete representations of what teachers
can do (e.g., lessons, portfolios, videos)
79. TPACK Common Ground
• Critical investigations of how to measure TPACK --
- (using artifacts)
– Methodologies & Analysis (multiple measures)
• Approaches to identifying how teachers enact
TPACK – what does it “look like” in practice?
• Technology no longer stands alone – we have
come a long way in 5 years…. In 8 years (Mishra &
Koehler, 2006)
– Professional practice, characteristics of effective
teaching, competency, reflective practice
• TPACK is not easy (wicked problem!) --- hindering
factors
80. Key Points to Take Away
• We are in the initial stages of explaining what
TPACK “looks like” in different contexts.
• Technology can strengthen effective teaching –
solid content knowledge & effective pedagogy.
• Importance of “Match” – Are teachers doing
what they say (ie., self-report, lesson plans) they
are doing (i.e., observations?
• We must keep the TPACK research momentum
going…there is much more to investigate!
• Integration…. Innovation
81. Questions to Consider
• How can we better connect theory to practice
related to TPACK?
• How do we best structure or restructure our
experiences in our teacher preparation programs
while preparing TPACK teachers? How do we
learn from what we already know?
• What are specific competencies that should be
measured for TPACK?
• How do we (continue to…) measure TPACK?
– What are the next steps?
– formative & summative
– reliable & valid measures and approaches