This paper will summarize a review of current literature on the Technology, Pedagogy and Content
Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and
mathematics methods courses for teacher candidates studying elementary education. Themes that emerged
in the review of current TPaCKliterature included the importance of understanding the TPACK framework,
developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how
powerful reflection can be in the application of TPACK. This paper will examine and explain these
different themes and summarize the current literature as well as highlight trends on technology integration
and TPACK.
This symposium discusses strategies for developing teachers' TPACK (Technological Pedagogical Content Knowledge) through professional development programs. Four contributions will be presented that use design-based approaches to prepare pre-service teachers in various countries to integrate technology. The first discusses a program in Kuwait using design teams, the second a US master's program, the third design teams for math teachers in Ghana, and the fourth the development of a TPACK assessment instrument. The goal is to identify characteristics of effective professional development for technology integration.
The document discusses the TPACK (Technological Pedagogical Content Knowledge) framework, which describes the types of knowledge teachers need to effectively teach with technology. It introduces TPACK as an extension of Shulman's PCK (Pedagogical Content Knowledge) framework to include technology knowledge. The document then provides an overview of the TPACK framework and its components - technological knowledge, content knowledge, pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, and pedagogical content knowledge. It discusses the interactions between these knowledge domains and challenges to implementing TPACK in teaching.
Transforming classroom practices through the learning of TPACK: The case of K...Ayoub Kafyulilo
The document summarizes a study on developing Tanzanian teachers' technological pedagogical content knowledge (TPACK) through a professional development program. [1] The program included training, lesson design collaboration, teaching lessons, and reflection. [2] Survey and observation data found that after the program, teachers had more positive views of technology's impact on teaching and perceived student learning improvements. [3] Classroom observations also found teachers adopting more learner-centered practices with technology integration compared to their previous teacher-centered approaches.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
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.
Technological,pedagogical analysis of content knowledge(tpack) 2meeraindushemi
This document introduces the TPACK framework for teacher knowledge when teaching with technology. It defines the following types of knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK). The framework shows that effective technology integration requires an understanding of how these different knowledge bases interact and relate to one another. TPACK is the basis for teachers to design effective learning experiences that combine technology, pedagogy, and content knowledge.
This document discusses technological pedagogical content knowledge (TPACK), a framework for teacher knowledge for effective technology integration. TPACK builds on Shulman's construct of pedagogical content knowledge to include technology knowledge. The framework describes the interaction between teachers' content knowledge, pedagogical knowledge, and technology knowledge. Effective teaching with technology requires understanding these three core components as well as the relationships between them.
This document reflects on a student's learning about the TPACK framework for effectively integrating technology, pedagogy, and content knowledge in teaching. Through their education course, the student has realized that while technology can help or hinder learning, it must be carefully balanced with pedagogical and content considerations. Examples are provided of both effective and ineffective uses of technology in the classroom, and the student's own TPACK diagram evaluates their developing knowledge across the three domains.
This symposium discusses strategies for developing teachers' TPACK (Technological Pedagogical Content Knowledge) through professional development programs. Four contributions will be presented that use design-based approaches to prepare pre-service teachers in various countries to integrate technology. The first discusses a program in Kuwait using design teams, the second a US master's program, the third design teams for math teachers in Ghana, and the fourth the development of a TPACK assessment instrument. The goal is to identify characteristics of effective professional development for technology integration.
The document discusses the TPACK (Technological Pedagogical Content Knowledge) framework, which describes the types of knowledge teachers need to effectively teach with technology. It introduces TPACK as an extension of Shulman's PCK (Pedagogical Content Knowledge) framework to include technology knowledge. The document then provides an overview of the TPACK framework and its components - technological knowledge, content knowledge, pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, and pedagogical content knowledge. It discusses the interactions between these knowledge domains and challenges to implementing TPACK in teaching.
Transforming classroom practices through the learning of TPACK: The case of K...Ayoub Kafyulilo
The document summarizes a study on developing Tanzanian teachers' technological pedagogical content knowledge (TPACK) through a professional development program. [1] The program included training, lesson design collaboration, teaching lessons, and reflection. [2] Survey and observation data found that after the program, teachers had more positive views of technology's impact on teaching and perceived student learning improvements. [3] Classroom observations also found teachers adopting more learner-centered practices with technology integration compared to their previous teacher-centered approaches.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
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.
Technological,pedagogical analysis of content knowledge(tpack) 2meeraindushemi
This document introduces the TPACK framework for teacher knowledge when teaching with technology. It defines the following types of knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK). The framework shows that effective technology integration requires an understanding of how these different knowledge bases interact and relate to one another. TPACK is the basis for teachers to design effective learning experiences that combine technology, pedagogy, and content knowledge.
This document discusses technological pedagogical content knowledge (TPACK), a framework for teacher knowledge for effective technology integration. TPACK builds on Shulman's construct of pedagogical content knowledge to include technology knowledge. The framework describes the interaction between teachers' content knowledge, pedagogical knowledge, and technology knowledge. Effective teaching with technology requires understanding these three core components as well as the relationships between them.
This document reflects on a student's learning about the TPACK framework for effectively integrating technology, pedagogy, and content knowledge in teaching. Through their education course, the student has realized that while technology can help or hinder learning, it must be carefully balanced with pedagogical and content considerations. Examples are provided of both effective and ineffective uses of technology in the classroom, and the student's own TPACK diagram evaluates their developing knowledge across the three domains.
Morsink Schira Hagerman Hartman Et al 2011 Technology Integration TPACK Learn...Douglas K. Hartman
This document summarizes a study examining how 13 elementary school teachers developed skills in integrating technology, pedagogy, and content knowledge (TPACK) through a 7-month professional development program. The program provided flexible support as teachers worked on self-chosen technology integration projects. Researchers found teachers developed varying degrees of TPACK skills and identified six initial learning trajectories. The study highlights the importance of long-term, collaborative professional development to help teachers effectively integrate technology in a way that enhances student learning.
This document discusses different types of classrooms and teachers over time. It describes a masterful 20th century classroom with strong content and good application of learning theory. A modern classroom uses technology for engagement but activities stray from essential learnings. An inspired 21st century classroom focuses on essential learnings through varied technology-enabled activities applying good learning theory.
This document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK builds on Shulman's construct of pedagogical content knowledge to include technology knowledge. The TPACK framework argues that effective technology integration requires understanding the relationships between technology, pedagogy, and content. TPACK consists of seven knowledge areas and describes the complex interaction between content, pedagogy, and technology that produces flexible knowledge for technology integration in teaching. Measuring teacher TPACK is challenging and an area of ongoing research.
Technological Pedagogical Analysis of Content Knowledgeacalextitus25
This document discusses the concept of Technological Pedagogical Content Knowledge (TPACK). TPACK refers to the knowledge teachers need to effectively integrate technology into their teaching. It involves understanding the interplay between content knowledge, pedagogical knowledge, and technological knowledge. The document outlines the six key components of TPACK - content knowledge, pedagogical knowledge, pedagogical content knowledge, technological knowledge, technological content knowledge, and technological pedagogical knowledge. It concludes that the TPACK framework can help improve teacher education and professional development by focusing on the connections between technology, content, and pedagogy.
Introduction of TPACK-XL: Building Future Teachers' Knowledge Base to Teach i...Dr. Milad M. SAAD
This presentation is an innovative theoretical grounding that builds on TPACK to provide a guiding conceptual perspective in designing teacher education programs.
This document discusses TPACK, a framework for effectively integrating technology into teaching. TPACK focuses on the interplay between content knowledge, pedagogical knowledge, and technological knowledge. It was developed by education researchers at Michigan State University as an extension of pedagogical content knowledge. The document explains the seven components of TPACK, including technological pedagogical content knowledge, and provides an example activity of how to apply TPACK in an instructional setting by selecting a content topic, pedagogy, and technology.
This document provides an introduction to the Technological Pedagogical Content Knowledge (TPACK) framework. It discusses the history and components of TPACK, which integrates knowledge of technology, pedagogy and content. Key aspects of TPACK include understanding how these three bodies of knowledge overlap and influence each other. The document also summarizes findings from research studies that show effective technology integration depends on the pedagogical approaches used, not just the technologies themselves.
1) The document discusses pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPACK), which are frameworks for understanding the knowledge teachers need to effectively teach with technology.
2) TPACK consists of 7 areas of knowledge: technology knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.
3) The document argues that the intersection of these three core components - content knowledge, technology knowledge, and pedagogical knowledge - is essential for developing effective lesson plans that incorporate technology and foster 21st century skills.
Technology pedagogical content knowledge (tpack) and technology integration p...Chano Alfornon
This document discusses the framework of technological pedagogical content knowledge (TPACK) and the technology integration planning (TIP) model. TPACK describes the overlap between teachers' knowledge of technology, pedagogy and content. The TIP model is a three-phase process to guide teachers in effectively integrating technology into education. It involves analyzing needs, planning integration strategies, and analyzing results to improve future lessons. The document also outlines the components of TPACK and four stages of technology integration in teaching, from beginning to transformative use.
TPACK/TPCK - is it the model for designing learning in the digital age?Vanguard Visions
This document discusses frameworks for designing learning in the digital age. It introduces the TPACK/TPCK framework, which describes the intersections between technological, pedagogical and content knowledge. Other models discussed include SAMR, the Technology Integration Assessment Rubric, and the Arizona Technology Integration Matrix. The document asks how TPACK might look in different contexts and lists some digital learning design approaches along with possible supporting technologies. It promotes the idea that technology integration is more about challenging beliefs about pedagogy than just using technology. The next webinar is announced as focusing on ideas that disrupt and transform education.
The document discusses the TPCK (Technological Pedagogical Content Knowledge) framework, which aims to guide more effective teacher training by considering how teachers can integrate technology, pedagogy, and content knowledge. It provides examples of how the TPCK framework has been applied in teacher education courses focusing on using technology for teaching and learning. Finally, it outlines the benefits of having a theoretical framework like TPCK to conceptualize and improve how teachers apply technology in their instruction.
This document discusses the TPACK framework, which analyzes the ideal combination of technological and pedagogical choices made by a teacher to effectively convey content. It can be visualized as a Venn diagram showing overlap between technological, pedagogical, and content knowledge. The goal is for teachers to develop equal interactions between these three domains over time. Examples are given of how the author used various technologies like Blendspace, SMART boards, and Edmodo to integrate technology and convey content knowledge in pedagogically sound ways in accordance with the TPACK model.
The TPACK framework requires understanding the negotiation between content, pedagogy, and technology. It includes seven knowledge areas: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technology content knowledge, technology pedagogical knowledge, and TPACK, which builds on the core ideas of how teachers can creatively integrate technology within a contextual framework by understanding the complex relationships between students, content, parents, technology, and teachers.
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.
The document discusses TPACK (Technological Pedagogical Content Knowledge), which is a framework for understanding the knowledge teachers need for effective technology-enhanced teaching. It begins by defining TPACK and discussing where the concept began. It then explains that the author has learned technology enhances but does not replace traditional pedagogy, helps students by being carefully chosen, and requires technological, pedagogical and content knowledge to work together to support learning. The author reflects on having overcome intimidation about technology integration and understanding how to use it for enhancement and differentiation, as well as the need to continually build knowledge in these interconnected areas to benefit students.
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK describes the complex interaction between three bodies of knowledge: content, pedagogy, and technology. Effective teaching with technology depends on flexible understanding in these three areas. The framework requires teachers to negotiate between content, pedagogy, and technology. There are seven knowledge areas within TPACK including: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK.
The TPACK framework highlights the types of knowledge teachers need to effectively integrate technology in the classroom. It involves the complex interplay of technological knowledge, pedagogical knowledge, and content knowledge. Technological knowledge refers to knowledge about technology use, pedagogical knowledge is knowledge about teaching methods, and content knowledge is knowledge about subjects and skills. Effective technology integration requires understanding the relationships between these three knowledge domains.
1) TPACK is a framework for teacher knowledge that focuses on the intersections between technological knowledge, pedagogical knowledge, and content knowledge.
2) A study examined the relationship between modeling technology use during teacher preparation and the development of pre-service teachers' TPACK. It found that greater modeling of technologies like digital materials and communication tools predicted higher TPACK.
3) TPACK can be used as a framework for teacher educator development to help integrate technology throughout teacher preparation programs in a way that connects it to pedagogy and content.
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework. TPACK describes how teachers' understanding of technology, pedagogy, and content interact and overlap to effectively integrate technology into teaching. It suggests teachers need knowledge in technological content, technological pedagogical, content, and pedagogical content areas. The TPACK framework emphasizes the complex interplay between these components and allows teachers to thoughtfully integrate technology rather than view it as simply an add-on.
Successful Implementation of TPACK in Teacher Preparation Programs IJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Successful Implementation of TPACK in Teacher Preparation Programs IJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Morsink Schira Hagerman Hartman Et al 2011 Technology Integration TPACK Learn...Douglas K. Hartman
This document summarizes a study examining how 13 elementary school teachers developed skills in integrating technology, pedagogy, and content knowledge (TPACK) through a 7-month professional development program. The program provided flexible support as teachers worked on self-chosen technology integration projects. Researchers found teachers developed varying degrees of TPACK skills and identified six initial learning trajectories. The study highlights the importance of long-term, collaborative professional development to help teachers effectively integrate technology in a way that enhances student learning.
This document discusses different types of classrooms and teachers over time. It describes a masterful 20th century classroom with strong content and good application of learning theory. A modern classroom uses technology for engagement but activities stray from essential learnings. An inspired 21st century classroom focuses on essential learnings through varied technology-enabled activities applying good learning theory.
This document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK builds on Shulman's construct of pedagogical content knowledge to include technology knowledge. The TPACK framework argues that effective technology integration requires understanding the relationships between technology, pedagogy, and content. TPACK consists of seven knowledge areas and describes the complex interaction between content, pedagogy, and technology that produces flexible knowledge for technology integration in teaching. Measuring teacher TPACK is challenging and an area of ongoing research.
Technological Pedagogical Analysis of Content Knowledgeacalextitus25
This document discusses the concept of Technological Pedagogical Content Knowledge (TPACK). TPACK refers to the knowledge teachers need to effectively integrate technology into their teaching. It involves understanding the interplay between content knowledge, pedagogical knowledge, and technological knowledge. The document outlines the six key components of TPACK - content knowledge, pedagogical knowledge, pedagogical content knowledge, technological knowledge, technological content knowledge, and technological pedagogical knowledge. It concludes that the TPACK framework can help improve teacher education and professional development by focusing on the connections between technology, content, and pedagogy.
Introduction of TPACK-XL: Building Future Teachers' Knowledge Base to Teach i...Dr. Milad M. SAAD
This presentation is an innovative theoretical grounding that builds on TPACK to provide a guiding conceptual perspective in designing teacher education programs.
This document discusses TPACK, a framework for effectively integrating technology into teaching. TPACK focuses on the interplay between content knowledge, pedagogical knowledge, and technological knowledge. It was developed by education researchers at Michigan State University as an extension of pedagogical content knowledge. The document explains the seven components of TPACK, including technological pedagogical content knowledge, and provides an example activity of how to apply TPACK in an instructional setting by selecting a content topic, pedagogy, and technology.
This document provides an introduction to the Technological Pedagogical Content Knowledge (TPACK) framework. It discusses the history and components of TPACK, which integrates knowledge of technology, pedagogy and content. Key aspects of TPACK include understanding how these three bodies of knowledge overlap and influence each other. The document also summarizes findings from research studies that show effective technology integration depends on the pedagogical approaches used, not just the technologies themselves.
1) The document discusses pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPACK), which are frameworks for understanding the knowledge teachers need to effectively teach with technology.
2) TPACK consists of 7 areas of knowledge: technology knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.
3) The document argues that the intersection of these three core components - content knowledge, technology knowledge, and pedagogical knowledge - is essential for developing effective lesson plans that incorporate technology and foster 21st century skills.
Technology pedagogical content knowledge (tpack) and technology integration p...Chano Alfornon
This document discusses the framework of technological pedagogical content knowledge (TPACK) and the technology integration planning (TIP) model. TPACK describes the overlap between teachers' knowledge of technology, pedagogy and content. The TIP model is a three-phase process to guide teachers in effectively integrating technology into education. It involves analyzing needs, planning integration strategies, and analyzing results to improve future lessons. The document also outlines the components of TPACK and four stages of technology integration in teaching, from beginning to transformative use.
TPACK/TPCK - is it the model for designing learning in the digital age?Vanguard Visions
This document discusses frameworks for designing learning in the digital age. It introduces the TPACK/TPCK framework, which describes the intersections between technological, pedagogical and content knowledge. Other models discussed include SAMR, the Technology Integration Assessment Rubric, and the Arizona Technology Integration Matrix. The document asks how TPACK might look in different contexts and lists some digital learning design approaches along with possible supporting technologies. It promotes the idea that technology integration is more about challenging beliefs about pedagogy than just using technology. The next webinar is announced as focusing on ideas that disrupt and transform education.
The document discusses the TPCK (Technological Pedagogical Content Knowledge) framework, which aims to guide more effective teacher training by considering how teachers can integrate technology, pedagogy, and content knowledge. It provides examples of how the TPCK framework has been applied in teacher education courses focusing on using technology for teaching and learning. Finally, it outlines the benefits of having a theoretical framework like TPCK to conceptualize and improve how teachers apply technology in their instruction.
This document discusses the TPACK framework, which analyzes the ideal combination of technological and pedagogical choices made by a teacher to effectively convey content. It can be visualized as a Venn diagram showing overlap between technological, pedagogical, and content knowledge. The goal is for teachers to develop equal interactions between these three domains over time. Examples are given of how the author used various technologies like Blendspace, SMART boards, and Edmodo to integrate technology and convey content knowledge in pedagogically sound ways in accordance with the TPACK model.
The TPACK framework requires understanding the negotiation between content, pedagogy, and technology. It includes seven knowledge areas: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technology content knowledge, technology pedagogical knowledge, and TPACK, which builds on the core ideas of how teachers can creatively integrate technology within a contextual framework by understanding the complex relationships between students, content, parents, technology, and teachers.
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.
The document discusses TPACK (Technological Pedagogical Content Knowledge), which is a framework for understanding the knowledge teachers need for effective technology-enhanced teaching. It begins by defining TPACK and discussing where the concept began. It then explains that the author has learned technology enhances but does not replace traditional pedagogy, helps students by being carefully chosen, and requires technological, pedagogical and content knowledge to work together to support learning. The author reflects on having overcome intimidation about technology integration and understanding how to use it for enhancement and differentiation, as well as the need to continually build knowledge in these interconnected areas to benefit students.
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK describes the complex interaction between three bodies of knowledge: content, pedagogy, and technology. Effective teaching with technology depends on flexible understanding in these three areas. The framework requires teachers to negotiate between content, pedagogy, and technology. There are seven knowledge areas within TPACK including: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK.
The TPACK framework highlights the types of knowledge teachers need to effectively integrate technology in the classroom. It involves the complex interplay of technological knowledge, pedagogical knowledge, and content knowledge. Technological knowledge refers to knowledge about technology use, pedagogical knowledge is knowledge about teaching methods, and content knowledge is knowledge about subjects and skills. Effective technology integration requires understanding the relationships between these three knowledge domains.
1) TPACK is a framework for teacher knowledge that focuses on the intersections between technological knowledge, pedagogical knowledge, and content knowledge.
2) A study examined the relationship between modeling technology use during teacher preparation and the development of pre-service teachers' TPACK. It found that greater modeling of technologies like digital materials and communication tools predicted higher TPACK.
3) TPACK can be used as a framework for teacher educator development to help integrate technology throughout teacher preparation programs in a way that connects it to pedagogy and content.
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework. TPACK describes how teachers' understanding of technology, pedagogy, and content interact and overlap to effectively integrate technology into teaching. It suggests teachers need knowledge in technological content, technological pedagogical, content, and pedagogical content areas. The TPACK framework emphasizes the complex interplay between these components and allows teachers to thoughtfully integrate technology rather than view it as simply an add-on.
Successful Implementation of TPACK in Teacher Preparation Programs IJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Successful Implementation of TPACK in Teacher Preparation Programs IJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Successful Implementation of TPACK in Teacher Preparation ProgramsIJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Successful implementation of tpack in teacherIJITE
This document summarizes recent literature on successfully implementing TPACK (Technological Pedagogical Content Knowledge) in teacher preparation programs. Several key themes emerged: 1) Building student confidence in technology integration through exposure is important. 2) Leadership and modeling of technology integration by instructors is also integral. 3) Assessment and evaluation of technology integration is necessary to provide feedback and ensure standards are being met. The literature suggests that while stand-alone technology courses are common, fully integrating technology across the curriculum is ideal for developing pre-service teachers' TPACK.
This document discusses the TPACK framework for integrating technology into teaching. It begins by explaining the PCK framework developed by Shulman and the addition of technological knowledge by Koehler and Mishra to create TPACK. TPACK consists of technological, pedagogical, and content knowledge, as well as their intersections. The document then discusses applying TPACK to teaching English as a second language and reviews related literature on measuring teachers' TPACK. It proposes using a survey to measure ESL teachers' knowledge and address research questions about the model.
Today’s teacher education programs should be providing pre-service teachers with ample preparation in shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert & Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature examines recent publications on the topic of technology in teacher preparation through the theoretical lens of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
The document discusses technological pedagogical content knowledge (TPACK) and its importance for effective technology integration in teaching. TPACK is a framework that describes the different types of knowledge teachers need, including content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, and technological pedagogical content knowledge. The purpose of TPACK is to understand how to combine content, pedagogy and technology effectively in technology-enhanced learning environments.
Tpck in pre-service_teacher_education_preparing_prACACIA
This document discusses the need to extend the concept of pedagogical content knowledge (PCK) to account for teaching with technology. It reviews existing conceptualizations of PCK and proposes that a new knowledge domain called technological pedagogical content knowledge (TPCK) is needed. TPCK is defined as a unique body of knowledge constructed from the dynamic interaction of content, pedagogy, technology, learners and context. The document proposes a methodology called "technology mapping" to promote and assess the development of TPCK in pre-service teachers.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
Milad saad presentation introduction of tpack xl2Effat Nashat
This document introduces TPACK-XL, an elaborated model of ICT-TPCK (Information and Communication Technology - Technological Pedagogical Content Knowledge) to conceptualize preservice teachers' knowledge base for integrating technology into teaching. ICT-TPCK includes knowledge of technology, pedagogy, content, learners, and context. The author analyzes how these knowledge constructs overlap to form 31 constituent knowledge areas and proposes "TPACK-XL" to highlight the cross-disciplinary nature of preservice teachers' knowledge required for technology integration.
This document summarizes a study that examined how early career teachers used information and communication technologies (ICT) in their classrooms over the first three years of teaching. The study tracked 35 teachers and found various personal and social factors impacted ICT use. It used the TPACK framework to analyze teachers' technological, pedagogical, and content knowledge. The framework was both insightful and perplexing. It discusses two teachers, Nick and Rashmi, and how they combined these knowledge domains in practice. While Nick took a student-centered approach, Rashmi was more teacher-centered. The study found difficulties applying TPACK in reality, as teachers' beliefs shaped how they developed knowledge and used ICT. It calls for more
Technology Integration and Teacher Education: Learning with Technologye_lomax
This presentation took place at the 2016 PeDTICE Colloquium at the University of Sherbrooke in Montreal, Canada. This presentation discusses the Technological Pedagogical Content Knowledge (TPACK) model, explores the affordances and constraints that are commonly associated with the integration educational technology into teacher education curricula in general, and highlights the relationship of relevant aspects of the TPACK model and technology integration debate that are likely to affect the future design goals and instructional objectives guiding the further development of pre-service teacher educational technology courses similar to EDM 310; a required undergraduate course in the teacher education program in the College of Education at the University of South Alabama that explores the use and integration of educational technology to support K-12 classroom instruction and student learning.
(PeDTICE: http://www.usherbrooke.ca/pedtice/)
(Colloquium program (in French): http://www.usherbrooke.ca/pedtice/fr/les-activites-de-pedtice/evenements-speciaux/colloquereleve/#c74326-1)
1) The document presents a framework called technological pedagogical content knowledge (TPACK) for teacher knowledge by Punya Mishra and Matthew Koehler of Michigan University.
2) TPACK emphasizes the importance of integrating teachers' knowledge of technology, pedagogy, and content. It posits that effective teaching with technology requires understanding the relationships between all three components.
3) The framework is intended to inform and guide teachers on how to teach using technology tools. It also provides a structure to analyze observations of teachers and develop teacher understanding of integrating technology in the classroom.
This document analyzes the technopedagogical education competency and technology perceptions of pre-service teachers in Turkey. It found that pre-service teachers generally see themselves as moderately competent in technopedagogical education and have positive perceptions of technology. There was also a positive correlation found between their competency and perceptions. Qualitative analysis found that pre-service teachers believe educational technologies can help with presentations, developing materials, research, and raising awareness of technology's importance in learning. Suggestions were made to improve contributions of educational technologies to teacher education.
This document discusses interactive whiteboards (IWBs) and how teachers can effectively integrate them into classroom instruction. It defines IWBs and their components. It discusses frameworks like TPCK that teachers can use to determine how to balance technology, pedagogy and content. It also addresses challenges of implementing IWBs and the stages teachers may progress through, from initially using them as a substitute for traditional whiteboards to fully synergizing technology, pedagogy and content. The document stresses the importance of ongoing professional development and support for teachers as they learn to incorporate new technologies.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
1. The document discusses the relevance of techno-pedagogic analysis in commerce education, which involves using technology to support pedagogic analysis or the logical breakdown of curriculum from a teacher's perspective.
2. Techno-pedagogic analysis is important in a learner-centered education system as it can make learning experiences more vivid and thorough while improving student learning and teacher effectiveness.
3. While techno-pedagogy has benefits like higher-order thinking, there are also challenges to technological integration like a lack of equipment, training focused only on basic skills, and unsupportive social and institutional contexts.
This document summarizes a study that explored how senior high school teachers integrated technology into their lesson planning and instruction with the shift to emergency remote teaching (ERT) during the COVID-19 pandemic. Seven teachers from two private high schools in Manila participated in the study. The study found that teachers rated themselves highly in terms of their content, pedagogical, and technological knowledge. Qualitatively, teachers described modifications they made related to considerations for technology use, challenges with online teaching and assessment, and opportunities they saw with ERT. Overall, the study concluded that technology integration should continue to be supported beyond the pandemic to improve teacher development and student learning.
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TPACK + Mathematics: A Review of Current TPACK Literature
1. International Journal on Integrating Technology in Education (IJITE) Vol.8, No.3, September 2019
DOI :10.5121/ijite.2019.8302 13
TPACK + MATHEMATICS: A REVIEW OF CURRENT
TPACK LITERATURE
Karlee Stapf & Barbara Martin
Southern Illinois University Edwardsville (SIUE), USA
ABSTRACT
This paper will summarize a review of current literature on the Technology, Pedagogy and Content
Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and
mathematics methods courses for teacher candidates studying elementary education. Themes that emerged
in the review of current TPaCKliterature included the importance of understanding the TPACK framework,
developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how
powerful reflection can be in the application of TPACK. This paper will examine and explain these
different themes and summarize the current literature as well as highlight trends on technology integration
and TPACK.
KEYWORDS
Technology integration, innovation, elementary education, math methods, TPACK, teacher preparation.
1. INTRODUCTION
Technology has been gradually infused into the everyday lives of students and educators across
the country. In response to this, technology integration has become a goal and vital part of teacher
education programs across the country. Despite the fact that today’s teacher candidates are
technologically fluent with everyday technologies; such as, cell phones, laptops and the Internet,
many teachers in training still struggle with how to successfully implement technology into
instruction. Technology in the classroom by itself can not successfully help students learn, it
depends on how that technology is used, and professors today are eager to help pre-service
teachers develop those skills.
To fully understand how to successfully integrate technology into teacher preparation programs,
researchers often rely on the Technological Pedagogical and Content Knowledge (TPACK)
framework. The TPACK framework is used at all instructional levels to help teachers align their
pedagogy with technology and content in the learning environment. For pre-service teachers to
fully develop TPACK, each of the constructs need to be addressed and thoughtfully integrated
into instruction. For example, educators will need to intentionally address technological
knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK) throughout their
lessons. Also, teachers need to be able to seamlessly use technology and pedagogy together in a
way which strengthens both constructs. Lastly, the technological content knowledge (TCK),
pedagogical content knowledge (PCK), and technological pedagogical knowledge (TPK)
constructs should be thoughtfully addressed. Once educators have proactively planned for these
constructs in their teaching, they can then unite them into TPACK.
In order to better understand successful technology integration in teacher preparation courses, we
reviewed all of the current research on TPACK in Elementary Math Classrooms. The following
themes emerged and will be further explained in the rest of the article: understanding TPACK,
2. International Journal on Integrating Technology in Education (IJITE) Vol.8, No.3, September 2019
14
developing TPACK, and incorporating TPACK in math methods courses. This article will review
each of these themes.
2. UNDERSTANDING TPACK
In order to start developing TPACK into future classrooms, it is critical to fully understand what
TPACK is so the authors’ have dedicated this section of the paper to building a basic
understanding of the framework. Technology knowledge (TK) is human knowledge which
involves tools, materials, and systems. Pedagogical knowledge (PK) is the process and practices
or methods of teaching. Content knowledge (CK) is a special combination of content and
pedagogy that is uniquely constructed by teachers; for example, when students are learning
elementary math concepts by demonstrating skills such as addition, subtraction, multiplication,
division, measurement or shape recognition. TPACK originated from Schumer’s (1999)
framework that examined the overlap of content and pedagogy. As technology evolved, the
framework further developed to include pedagogy, technology, and content (Koehler, Mishra,
Cain, 2013). TPACK occurs at the center where all three of these separate areas of knowledge
overlap.
Figure 1: Technological Pedagogical Content Knowledge Framework (Koehler & Mishra, 2009)
TPACK is being able to know the content specific material and how to use infuse technology into
the content using the best teaching practices. Teachers not only need to know how to work the
technology that they have but how to infuse it into the curriculum and teach using research-based
instructional strategies. Successfully incorporating technology into mathematics requires the
teachers to know how that specific piece of technology can fit in with the curriculum that is being
taught. Not only do the teachers need to have a handle on that specific content of the curriculum,
but also need to be able to teach their students how to use the technology properly. Strategically
chosen technologies paired with mathematical concepts can assist students in engaging and
understanding often difficult or abstract mathematical content.
3. LITERATURE REVIEW THEME ONE: DEVELOPING TPACK
Once TPACK is fully understood, developing these different areas of knowledge is the
subsequent action. Through a review of current literature on TPACK in teacher preparation, one
of the common themes that surfaced was the development of TPACK. For example, researchers
3. International Journal on Integrating Technology in Education (IJITE) Vol.8, No.3, September 2019
15
have said when pre-service teachers are exposed to TPACK, they showed greater gains in
technology integration (Wetzel, Buss, Foulger, & Lindsey 2014; Finger, Glenn, Jamieson-
Proctor, Romina, Cavanagh, Rob and Albion, Peter and Grimbeek, Peter and Bond, Trevor and
Fitzgerald, Robert and Romeo, Geoff and Lloyd, Margaret 2013; Hsu 2012; Bate, Day, Macnish
2013; Keser, Yilmaz, F., Yilmaz, R. 2015; Mouza, Karchmer-Klein, Nandakumar, Ozden, Hu,
2014; Tondeur, van Braak, Sang, Voogt, Fisser, Ottenbreit-Leftwich, 2012). In specific recent
study, researchers examined two groups of pre-service teachers, one group was exposed to
TPACK while the other was not (Caro & Harvey, 2016). The outcome showed that the students
exposed showed greater strengths in technology integration than their peers who have not heard
of this framework. This illustrates the importance of TPACK early on in the curriculum through
multiple vehicles such as a math methods class and a technology-intensive class. For example, in
another recent research article, researchers found that pre-service teacher’s involvement in
technology-enhanced lessons or courses were the main way they developed their TPACK (Yigit,
2014).
Preservice teacher preparation courses that focus on TPACK are a great start to understanding
and developing this framework, however current research on TPACK found that teacher
candidates also need to have more teaching opportunities to sharpen their skills in planning
technology integration (Mudzimiri, 2012). Providing additional opportunities would give pre-
service teachers the chance to practice and further develop their understanding of TPACK and
build confidence. Pre-service teachers have a hard time applying what they had learned in the
courses in the way they want to (Wetzel, Buss, Foulger, Lindsey, 2014; Mudzimiri, 2012).
Presenting and teaching a concept in front of a classroom of children is a lot more taxing than
sitting in a college classroom and listening to a lecture; therefore, it is highly important that pre-
service teachers are not only taking classes about TPACK, but they are also incorporating this
knowledge in their instructional experiences. These teaching opportunities will give students
more time to practice applying skills in the classroom setting which could lead to better planning,
smoother deliver and a positive impact on their future students.
In one study (Yurdakul, 2018) researchers were able to collect data from 1,493 pre-service
teachers. These researchers used two instruments to assist them in collecting the data they needed
and found that digital nativity, or the recent generations born using digit technology, is a
significant predictor of TPACK competency. This research showed the importance of integrating
TPACK into teacher preparation courses, particularly for those pre-service teachers preparing to
teach in today’s ever-changing educational environments.
Another common theme presented in the TPACK current research was the connection of TPACK
to development of teacher candidate self-efficacy, or one’s belief in one’s ability to succeed in
specific situations. Self-efficacy and TPACK have a direct relationship on one another, meaning
when one increases it causes the other one to improve as well. For example, when self-efficacy is
increased in a pre-service teacher, TPACK increases; and when a student further develops
TPACK, their belief in themselves to succeed with teaching amplifies (Keser, Yilmaz, F., &
Yilmaz, R. 2015; Joo, Park, & Lim, 2018). When TPACK and self-efficacy are cultivated, this
makes pre-service teachers perceive technology with ease and usefulness (Joo, Park, & Lim,
2018). Self-efficacy skills can be developed by having preservice teachers take more educational
technology courses, methods courses, lesson planning, and attain more field experience (Lee, Y.,
& Lee, J. 2014). This increase in coursework helps students feel more confident and supported,
allowing them to take risks and try new innovative technologies in their future classrooms. An
article concludes that senior students showed a significant growth from the freshman students
among their TPACK competencies and self-efficacy perception levels toward technology
integration from their field knowledge education and courses (Keser, Yilmaz, F., & Yilmaz, R.
2015).
4. International Journal on Integrating Technology in Education (IJITE) Vol.8, No.3, September 2019
16
4. LITERATURE THEME TWO: INCORPORATING TPACKIN MATH
METHODS COURSES
In an effort to further refine the literature review, the authors’ applied the specific search criteria
necessary for finding current research on TPACK specially in the math methods courses that
teacher candidates take in teacher preparation program. To help incorporate TPACK into a Math
Methods courses, TPACK standards need to be outlined and technology should be integrated into
math specific lessons and activities. Several research studies supported the idea that Information
and Communication Technology (ICT) integration in teacher preparation math methods courses
can help pre-service teachers prepare students for our digital era (Yigit, 2014; Bate, Day,
Macnish, 2013 Tondeur, et. al. 2011; Choe, & Lee 2015). Giving students the ability to see what
is expected of them allows students and embodies Niess’ five stage developmental process in
integrating ICT into mathematics. Niess’ five stages include: recognizing, accepting, adapting,
exploring, and advancing (Kinuthia, Brantley-Dias, &Junor Clarke, 2010; Leeman, 2013; Polly,
2014).
After recognizing what the expectations for TPACK in mathematics are, pre-service teachers can
start envisioning how this would look in their own classroom. To help pre-service teachers have
accepting attitudes for technology in the classroom, recent research suggests that math methods
courses should tie in the Concrete, Representational, and Abstract (C-R-A) learning design. The
C-R-A learning design significantly enhances pre-services teachers’ knowledge and use of
TPACK (Bate, Day, &Macnish, 2013). This research proved that learning with manipulatives
(concrete), working mathematically with data (representational), and the use of computer
simulations to build alternative scenarios (abstract), can promote pre-service teachers connection
with mathematics that could not have been acquired within a traditional classroom setting (Bate,
Day, &Macnish, 2013).
Another theme that emerged through the review of current literature on TPACK was the
important of teacher educators as role models for pre-service teachers (Tondeur, van Braak, Sang,
Voogt, Fisser, &Ottenbreit-Leftwich, 2012). Having role models can help pre-service teachers
further develop their passion, interest and knowledge towards successful integration of TPACK
techniques into their own future classroom (Lunenberg, M. Lunenberg K., Anja F. & Anja S.,
2007). Positive role models are also linked to self-efficacy; therefore, the more role models we
have for new educators, the more self-efficacy they will develop which also increases the amount
of TPACK being developed (Keser, Yilmaz, F., & Yilmaz, R. 2015). Thirdly, modeling can also
enhance pre-service teacher’s understanding of TPACK by helping them to expand their
pedagogical repertoire, to reflect on their own teaching, and to rethink the connection between the
theory and the practice of teacher education (Lunenberg, M. Lunenberg K., Anja F. & Anja S.,
2007). Future educators, while modeling and observing other classrooms are able to then adapt
and modify instructional ideas to fit their own classroom, while incorporating the third stage of
Niess’s developmental process.
Collaborating with peers is another concept that was prevalent in the current research on TPACK
in teacher preparation. Research found that a collaborative relationship can help support pre-
service teachers develop TPACK by engaging students in communication, collaboration and
inquiry-oriented technologies (Niess, 2018). This type of knowledge-building community
describes a dynamic interaction of key tools and instructional processes for scaffolding the
content towards an enhanced TPACK understanding (Niess, 2018). Collaborating with other pre-
service teachers allows them to also experience the exploring stage of Niess’s developmental
process. Future teachers are able to share and brainstorm original ideas all while being supported
in this collaborative group setting.
5. International Journal on Integrating Technology in Education (IJITE) Vol.8, No.3, September 2019
17
5. LITERATURE REVIEW THEME THREE: IMPORTANCE OF REFLECTION
The last theme that arose from the review of current research on TPACK was the importance of
reflection. Reflection is a vital skill in a collegiate course and allows students to develop a deeper
sense of understanding, in this case, about the role of technology in the classroom. Research by
Mouza and Karchmer-Klein (2013) concludes that case development, projects, that allow pre-
service teachers to reflect on their work have the potential to connect the dots that create TPACK.
The goal of the study was to bring together all the knowledge gained in separate courses into one
cohesive context, in turn, developing TPACK knowledge in pre-service teachers (Mouza
&Karchmer-Klein 2013). Reflection also allows pre-service teachers to develop the last stage in
Niess’ developmental process: advancing. People who reflect on the process itself are able to do
that task more effectively the next time because they identify what can be improved and how to
make those changes. Reflection allows pre-service teachers to work on their metacognition, think
about what they are learning and helps to develop even more successful strategies for future
integration.
6. CONCLUSION
In order for today’s classrooms to adapt to the changing times, teacher preparation programs have
a responsibility to be dedicated to providing application of current research trends. This review
of literature closely examined the themes that are surfacing in successful technology integration
through the use of the TPACK framework. In 2006, Mishra and Koehler presented research to
support that technological, pedagogical, and content knowledge can lead to a deeper and more
meaningful learning in the classroom (Koehler & Mishra, 2009). Through this review of current
TPACK literature, the authors have found that research in this area is growing to help better
understand how to better achieve the rich overlap of the TPACK constructs. Themes that
emerged in the review of current literature include the importance of understanding the TPACK
framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts
and finally, just how powerful reflection can be in the application ofTPACK.
Technology in the classroom gives students more freedom to be creative and use different
platforms to take control of their own education. This technology can not come at the cost of
pedagogy or content. In order to continue our future classrooms to grow, successful technology
integration is vital. Using the TPACK framework in teacher preparation programs can help
teacher candidates become more innovative in and outside of the classroom and begin to envision
themselves as future role models for other educators and students.
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8. International Journal on Integrating Technology in Education (IJITE) Vol.8, No.3, September 2019
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AUTHORS
Dr. Barbara Martin is an Assistant Professor of Teaching and Learning in the School of Education,
Health, and Human Behavior at Southern Illinois University Edwardsville (SIUE). She teaches in the
Elementary and Middle School Programs at SIUE. She has researched, presented and published in the
following areas: technology integration, elementary level mathematics instruction, STEM education and
virtual teaching experiences. Finally she researches and woks extensively with the SIUE VirtualProfessional
Practice Lab, http://www.siue.edu/virtual-practice-lab/.
Karlee Stapf is a student at Southern Illinois University Edwardsville (SIUE), studying elementary
education with an endorsement in Middle School Science. She is a Golden Apple Scholar, teaches in
schools-of-need over the summer and serves as a Give 30 Mentor. Karlee as worked closely over the past
year with Dr. Martin as an SIUE Undergraduate Researcher. During this research she has closely examined
how to successfully integrate technology into math methods courses in the SIUE teacher preparation
program.
Additional authors include: Maria Prete, Amy Herpel and Ashley Schaefer