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Tpack Lesson Plan Coding
The document discusses the development of a coding scheme for lesson plans based on TPACK (Technological Pedagogical Content Knowledge) to better understand practical applications for pre-service teachers. It highlights the importance of integrating technology with pedagogy and identifies areas where survey responses did not match teaching practices. The authors emphasize that while combining technology and pedagogy is challenging, it is achievable and essential for effective teaching.
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Tpack Lesson Plan Coding
- 1. Coding pre-service teacherlesson plans for TPACKKristen KereluikGreg CaspersonMete Akcaoglu
- 2. WHO are we?GregCaspersonMete Akcaoglu
- 3. Why we Understanding_Our_Motivations-2of 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 ofTPACKMishra and Koehler (2006)Schmidt et al (2009)Judy Harris Activity TypesLisa Harvey & John Lee Observational Correlates
- 5. The next stepsof TPACKIDEASLesson PlansPRACTICE
- 6. Lesson plans aretangible artifacts of both thought and practice
- 7. How we seethe purpose of our studyTaking 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 teachersTeachingand Learning with Technology
- 10. Once we hadall of our data…We developed a coding scheme for the lesson plans with categories for C, P, T… …to TPACK, and everything in between
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- 14. What Codes didwe 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)
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- 17. Why we thinkthis is important…And why we hope you do too.
- 18. Local/Immediate SignificanceCombining Technologyand Pedagogy is HARD!PedagogyContent
- 19. Global/Long-Term Implications Itcan be done! We can make tangible what before was intangible
Editor's Notes
- #4 Find picture of computer screen
- #5 -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
- #6 -WHY LESSON PLANS?!-with the evolution in mind, we chose lesson plans for a few different reasons
- #7 THEY ARE THE LINK BETWEEN SURVEY’S AND OBSERVATIONS
- #9 -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
- #10 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
- #12 -We coded for each category C, P, T, TP, TC, PC, and TPACK
- #13 -Green box is an example of how we began to code.
- #16 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
- #17 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
- #19 -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
- #20 -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